


wmmmmm&m 



: MANUAL 




4 1 



titwafta ig}gg»EiE{a&ggi 




Class 



~P> . ■» I 



Book. 



Cniyri^htF 1^2.^ 



CflEmiGHT DEPOSm 



LIVE LANGUAGE 
LESSONS 

TEACHERS' MANUAL 



BY 



HOWARD R. DRIGGS 

Professor of Education in English and 

Principal of the Secondary Training School, 

University of Utah, Salt Lake City 




Lincoln — CI) icaffo — Dallas 

THE UNIVERSITY PUBLISHING COMPANY 
1922 






Copyright, 1922 
THE UNIVERSITY PUBLISHING COMPANY 



All Rights Reserved. 



(A— A. 



SEP -nii'a 

:i.A681605 



i 



CONTENTS 

SECTION ONE— PRINCIPLES AND METHODS 

Introduction 3 

Fundamental Aims in Language Teaching .... 5 
General Methods of Language Teaching Com- 
pared 5 

Plan of Live Language Lessons 7 

Composition Content of Live Language Les- 
sons 8 

Points to Remember 9 

Practical Suggestions 9 

SECTION TWO— THE WORK BY GRADES 

Language Aims in the Elementary Grades .... 13 

THIRD GRADE LANGUAGE 

General Outline 15 

Special Cautions for Third Grade Work 16 

Practical Helps with Demonstration Lessons.. 18 

Drill Exercise Chart •. . 18 

General Study One — Summer Stories 19 

Sharing Our Vacation Fun 19 

Finding Words 21 

Riddles 21 

Animal Tricks 21 

Training Animals 22 

Animal Games 23 

A Zoo Guessing Game 23 

Talks about Farm Animals 23 

General Study Two — Little Laborers 24 

A Talk about Work 25 

iii 



iv CONTENTS 



Finding Words 26 

Getting Ready for School 26 

Talks about School Work 26 

Stories about Workers 27 

General Study Three — Autumn Days 27 

Fall Poems 28 

Talks about the Harvest 29 

Stories of Nutting Time 29 

Live Language Game 30 

Popcorn Stories 30 

An Indian Corn Story 30 

A Wigwam Story Hour 31 

The Four Winds 31 

The Indians and the Jack-o'-Lantern 32 

General Study Four — Thanksgiving Time 32 

Picture and Poem Study 33 

Pennyroyal Pie 34 

The First Thanksgiving 34 

A Thanksgiving Dinner Alphabet 35 

Thanksgiving Games 35 

How Foods are Produced for Us 36 

General Study Five— Santa Claus Stories 36 

A Visit from St. Nicholas 37 

Christmas Poems and Stories 3S 

A. Mother Goose Christmas Party 39 

A Mother Goose Play 40 

General Study Six — Snowflake Fun 40 

The Snow Man 41 

Finding Winter Words 42 

The Snowball Game 42 

Snow Stories 43 

Stories of Eskimos 43 

Mother Hubbard's Geese 44 

Winter Night 44 

How People Keep Warm 44 

Review Tongue-Training Drills 44 



CONTENTS 



General Study Seven — The Fireside Story 

Hour 45 

Part One. Fairy Tales and Legends 45 

The Story Hour 46 

A Play Story Hour 46 

Telling Fables 46 

Fairy Tales to Play 47 

Fairy Wand Games 48 

Part Two. Valentine Fun 49 

Part Three. Stories for Little Americans. 50 

Hetty Marvin 51 

An American Story Hour 51 

Washington and the Corporal 51 

A Patriotic Program 51 

General Study Eight — Springtime Stories 52 

The Story of Persephone 53 

Stories of Plants 54 

A Springtime Party 55 

A Poem Study 55 

My Favorite Bird 56 

Barnyard Birds 56 

General Study Nine — Plays and Playmates.. 57 

Part One. Spring Sports 57 

The Swing 58 

A Game of Pomp 59 

A Study of Action Words 59 

One, Two, Three 59 

Playing Language Games 60 

A Vocabulary Exercise 60 

Enjoying the Booklets 60 

Review Drills for Tongue Training 60 

Part Two. Animal Playmates 61 

Animals at Play 61 

Animal Actions 62 

Picture Talks 62 



vi CONTENTS 



Part Three. Water Sports 63 

Water Fun 64 

A True Fish Story 64 

A Fishing Game 64 

Vacation Fun 64 

The Music of Nature 65 

Review Exercises 65 

FOURTH GRADE LANGUAGE 

General Outline 67 

Points for General Guidance 68 

Formal Exercises for the Fourth Grade 69 

Correct-Usage Tables 69 

Enunciation Exercises 71 

Punctuation and Capitalization 72 

General Study One — Fun in the Country 72 

Talking about Country Fun 73 

Word Study 74 

Finding the Author's Words 74 

Sentence Studies 74 

Words often Mispronounced 74 

Word Forms to Master: Correct Usage 75 

General Study Two — Autumn Gifts 76 

The Spirit of Autumn 76 

King Autumn's Feast 78 

Sowing the Seeds 80 

A Tale of a Traveler 81 

Author Study 81 

Autumn Leaves 81 

Correct-Usage Table 2 82 

The Comma in Series ....." 82 

Reviews 82 

General Study Three — Hallowe'en 82 

Enjoying Hallowe'en Poems and Stories S3 

Talking about Hallowe'en Fun S3 

Enjoying the Stories S3 



CONTENTS vii 



Planning a Hallowe'en Program 84 

Hallowe'en Rhymes 84 

Poem Studies 84 

Vocabulary Building 85 

Correct-Usage, Table 3 85 

Tongue Training 86 

Correct-Usage, Table4 86 

Review Drill on Correct Usage 87 

General Study Foue— Home Helpers 87 

Talks about Cooking 87 

Telling about Play Dinners 87 

Helping Hands ^8 

Thrift 88 

Making Home Rhymes ^o 

Pioneer Foods and Cooking 89 

General Study Five— Christmastide 89 

The First Christmas Story 90 

Christmas Poetry ^0 

Sharing Christmas Pleasures 91 

Christmas Remembrances 91 

Christmas Cards 92 

Rules for Using Capitals 92 

New Year's Greetings 92 

Abbreviations 93 

Days of the Week 93 

Reviews 93 

General Study Six— Snow Sports 93 

Sharing Our Winter Fun 94 

A Book of Winter Stories 94 

Conversation in Stories 95 

Words that Take the Place of " Said " 95 

Snow Stories to Read 95 

The First Snowfall 95 

Contractions 96 

General Study Seven— Around the Fireside. . 96 



viii CONTENTS 



General Study Eight — Little Folk of Other 

Lands 98 

A Patriotic Study 98 

Drill on Correct-Usage, Table 4 99 

Review Drill on Correct-Usage, Table 3 99 

Lesson on the Comma and Capitals 99 

General Study Nine — Spring in Song and 

Story 100 

Poems of Springtime 101 

Messengers of Spring 101 

An Old Tale of Springtime 102 

Growing Gardens 102 

General Study Ten — General Review 102 

Correct-Usage Language Matches 103 

Punctuation Practice 104 

Enunciation Exercises 105 

General Study Eleven — Maytime 106 

The Flower Festival 107 

FIFTH GRADE LANGUAGE 

General Outline 112 

Correct-Usage Tables for Fifth Grade 114 

Correct Usage — Grammar 114 

Punctuation and Capitalization 115 

Enunciation Exercises 115 

General Study One — The World's Workers. . 116 

Talks about Workers and Their Work 116 

Poet Pictures of Workers 117 

Stories of Workers 117 

Telling and Playing Stories ; 117 

Paragraph Studies 118 

Choosing a Subject to Talk About 118 

Planning the Talks 119 

A Play for Young Workers 119 

Boy and Girl Workers — ^Lessons on Thrift. ... 119 



CONTENTS ix 



General Study Two — Indian Life 121 

Talks about the Indians 122 

An Indian Story Hour 122 

The Indians and the Pioneers 122 

A Lesson on Capital Letters 123 

Dramatizing Stories from Hiawatha 123 

Paragraph Pictures 123 

Indian Sketches or a Play on Indian Life 123 

The Papoose Lullaby 125 

General Study Three — Thanksgiving 126 

The Spirit and Story of Thanksgiving 127 

Remembering the Pilgrims 127 

The Thanksgiving Dinner 127 

Creating Thanksgiving Plays 128 

Writing Invitations 128 

Words to Express Appreciation 128 

Troublesome Word Forms 129 

General Study Four — Christmas Stories 130 

Christmas Story Hours 130 

Creating a Christmas Booklet 130 

Correct-Usage Studies 130 

Blending Constructive and Corrective Work.. . 132 

General Study Five — Our Animal Friends ... 133 

Telling and Writing Animal Stories 134 

Reading and Telling Stories about Animals ... 134 

Practical Talks on the Care of Animals 134 

Correct-Usage Tables and Drills 134 

Correct-Usage Tables — Review 136 

General Study Six — Brave Boys and Girls... 136 

General Study Seven — Spring Work 140 

Talks about Spring Duties 141 

Growing Gardens 141 

Making a Garden 141 

Raising Chickens 142 

Debates 142 

Business Letters 143 



X CONTENTS 

General Study Eight — Springtime Fun 143 

General Study Nine— Part I— Blrd Life 145 

General Study Nine— Part II— Review 148 

General Study Ten — Spring Sports 150 



INTRODUCTION 

This manual has been prepared especially for those 
using Live Language Lessons. It contains definite 
helps, however, for all teachers who would vitalize the 
language work of their schools. 

The effort of the author has been to produce a practical 
guide book which points the natural, the progressive way 
to train pupils effectively to express themselves in choice 
living language. 

The constructive suggestions offered herein come 
directly out of experiences in the classroom. The illus- 
trations given have been developed by the author and 
others while teaching Live Language Lessons in various 
types of schools in many different states. 

It is hoped that this Httle handbook of helps will 
encourage teachers everywhere to take the rational road 
to success in language teaching, and enable them, while 
in service, to get the richest possible results from their 
work. 

How Live Language Lessons may best be taught can 
be readily discovered by a careful study of the texts 
themselves. The method is plainly revealed in every 
exercise. There seems need, however, to give teachers 
an even clearer view of the general plan of the books, to 
explain the fundamental principles on which they are 
based, and to make plain the essentials that must not 
be forgotten in their teaching. 



LIVE LANGUAGE LESSONS 



For these purposes this manual has been written. The 
charts, the constructive suggestions, and the demonstra- 
tions it contains will help teachers understand and 
apply the methods more intelligently. 

These books were created, not from behind a pro- 
fessor's desk, nor in a library cloister. They were 
developed in the classroom in the grades for which 
they are intended. Every lesson in them was proved 
before it was written. All of them have been success- 
fully tested by teachers, both in city and in country 
schools. 

The Live Language plan opens the opportunity to 
train pupils, through their own expression, for practical 
service along every essential line of life. To this end 
the following exercises are systematically offered : 

1 . Lessons that inspire a love of country. 

2. Lessons that develop the right home spirit. 

3. Lessons that promote proper health habits. 

4. Lessons that cultivate respect for labor. 

5. Lessons that teach sensible thrift. 

6. Lessons that widen the learner's world. 

7. Lessons that cultivate appreciation of nature. 

8. Lessons that stimulate wholesome recreation. 

9. Lessons that train the taste for literature. 

10. Lessons that awaken interest in current events. 

Through a series of practical, close-to-life lessons the 
various classes are led to express their own thoughts and 
experiences. The teacher, by guiding this expression 
into proper channels, turns it to the ends desired. 



INTRODUCTION 



Fundamental Aims in Language Teaching 

Live Language Lessons are based on these first prin- 
ciples of progressive pedagogy : 

1. Without true sdf-expression there can be no real 
language growth. 

2. Expression, to be worth while, must be given, not for 
the sake of expression, but for the sake of service. 

3. To lead the learner along the way of serviceable self- 
expression, the teacher, first of all, must meet the pupil 
where he lives and must make opportunity for him to express 
himself, not some one else. 

4. To help him express himself most effectively, the 
teacher must guide the pupil tactfully to reahze the best 
expression of which he is capable, without destroying his 
individuality and spontaneity of expression. 

5. Facts and forms of speech and principles of structure 
and syntax essential to a mastery of the mother tongue, can 
be best taught only as they are connected closely with the 
learner's daily Hfe language. 

General Methods of Language Teaching Compared 

Two main methods obtain in language as in other 
kinds of teaching: The Formal and The Vitalized 

The distinctive differences between these general 
systems, as far as language is concerned, is shown in the 
following table of comparison: 

The Formal Method The Vitalized Method 

I. Makes the language les- i. Makes the language les- 
son mainly an informa- son mainly an express- 
tional study. ional study. 



LIVE LANGUAGE LESSONS 



2. Teaches the forms of 2. Teaches the forms of 
speech apart from the speech with constant appli- 
learner's language. cation in daily use. 

3. Uses Hterary models for 3. Uses literary models to 
purposes of imitation. stimulate creative effort. 

4. Makes composition work 4. Makes composition work 
a reproductive process. a productive process. 

5. Deals with language as 5. Deals with language as 
something perfected. something perfecting. 

6. Is essentially autocratic 6. Is essentially democratic 
in spirit. in spirit. 

In Live Language Lessons the vitalized, or natural 
method of teaching is accepted without compromise. 
This natural method has been proved to be educationally 
sound and right. 

This system is democratic both in spirit and in method. 
It offers every pupil equal opportunity with every other 
pupil to participate freely in the exercises provided for 
socialized self-expression. As each gives he gains. In 
contributing of his individual thought and experiences 
for the benefit of all, the pupil gets truly motivated 
practice in speaking and in writing. 

The actual speech needs of the pupil are revealed in 
this free expression. Discovering these, the teacher is 
enabled more intelligently to direct the formal work and 
the drills necessary to make sure the principles and 
practice that make for any effective use of language. 

In other words, there are three types of lessons in Live 
Language work: (i) The Discovery Lesson; (2) Develop- 
ment Lessons; (3) Drill Exercises. Each of these types is 
concretely discussed in Section III of this manual. 



INTRODUCTION 



The teacher's part in the process is also threefold: 
(i) To create conditions wherein the pupil feels impelled 
not compelled to express himself. (2) To help him by 
encouraging suggestions and guiding questions to bring 
out his best thoughts and experiences clearly and well. 
(3) To teach, through well aimed lessons, the essential 
principles of speech; and, through positive drills, to fix 
right language habits in tongue and in fingers. 

PLAN OF LIVE LANGUAGE LESSONS 

L Composition Studies on Real Life Subjects 

1. Oral work emphasized 

2. Written work closely correlated with special 

emphasis on real letter writing 

II. Practical Exercises in 

1. Vocabulary Building 

(a) Word finding games 

(b) Exercises aimed at overcoming the slang 

habit 

(c) Studies in word accuracy 

2. Applied Grammar 

(a) Language games and correct-usage drills 

(b) Exercises in sentence building 

(c) Systematic study of practical grammar 

3. Enunciation and Pronunciation 

(a) Exercises on troublesome sounds 

(b) Elementary studies in speech art 
4e Punctuation and Paragraphing 

(a) Practice in punctuation 

(b) Study of essential rules of punctuation 



LIVE LANGUAGE LESSONS 



COMPOSITION CONTENT OF LIVE LANGUAGE 
LESSONS 







GRADES 


AND AIMS 


THIRD 


FOURTH 


FIFTH 






Historical 

Patriotism 

and 
Citizenship 


Stories for 

Little 
Americans 


America 

the Land of 

Liberty 


Brave Boys 
and 
Girls 




V 


Industrial 

Practical 
Service 


Little 
Laborers 


Home 
Helpers 


W^orld's 
Workers 






Natiire 

Intelligent 

Love of 

Outdoor Life 


Indian 
Summer Days 
Birds in Spring 


Autumn Gifts 
May Flowers 


Our Animal 
Friends 
Bird Life 




Geographical 

Widening 

the 

Child's World 


Eskimo 

Stories 

Tales of Clothing 


Little Folk 

of 
Other Lands 


Indian Life 

The 

Thanksgiving 

Feasc 




Recreational 

Wholesome 

Play and 

Health 


Summer Stories 
Santa Games 
Snowtlake Fun 

Plays, Playmates 


Fun in the 

Country 

Hallowe'en 

Plays, Around 

the Fireside 


Thanksgiving 

Fun 
Spring Sports 






Literary Art 

Right Reading 
Habits 


Wigwam Tales 
Fairy Stories 
and Fables 


Snowtime 
Poems and 

Stories 
Spring Songs 
and Stories 


Indian and 
Pilgrim Tales 
Hero Stories 





INTRODUCTION 



The titles given in the chart indicate only the main 
study centers for oral and written expression. 

Points to Remember 

1. The composition work follows the lines of real life 
interest. 

2. Each grade is given its own rich part in working out 
this vital and varied program. 

3. Every other study is reinforced by this live composi- 
tion plan. 

Practical Suggestions 

1. To promote proper team work each grade should be 
held, not slavishly, but rather faithfully within the field 
assigned to it. There is a wealth of work given each class to 
do, and it is unfair to any class to have the cream of interest 
in its work taken by preceding classes. 

2. Subjects should always be adapted and enriched as 
need demands; other good subjects that fit in with the plan 
may be used at times. 

3. In the lower grades, where the seasonal arrangement 
is followed, the work may be readily rearranged where 
necessary to fit in with a mid-year promotion plan. 



THE WORK BY GRADES 



LANGUAGE AIMS IN THE ELEMENTARY GRADES 

Third, Fourth, Fifth, and Sixth Grades 

The following are the main objectives to be kept 
clear in the language work of the Elementary School: 

1. Encourage fluency and spontaneity of expression. 
The pupils, however, should be held gently but firmly to 
accuracy in using the simpler forms of speech and of writing. 

2. Let oral work predominate. Three-fourths of the 
time, at least, should be given to oral expression in these 
grades; but written work growing out from the oral should 
gradually be increased. 

3. Exercises in enunciation should be regularly given. 
Work especially for clear resonance, and to overcome lazy 
jaws, lips, and tongues. 

4. Strive to correct wrong speech habits by fixing right 
ones. Tongue training drills in the form of language games 
and drills on the *' Tables of Correct Usage" are important 
here. The simple rules and reasons governing correct usage 
may be given with the drill exercises. 

5. Beginnings in practical grammar — sentence studies 
and the parts of speech, with easier inflections in number, 
tense, and case — are made in the sixth grade. 

6. Vocabulary-building exercises, closely correlated with 
the expression studies, are regularly given. 

7. Punctuation practice, exercises in paragraphing, 
simpler letter forms, and the easier rules for capitalization 
are systematically given to train the fingers into right 
habits. 

13 



14 LIVE LANGUAGE LESSONS 

Fluency with accuracy is the watchword. The aim 
now is to work for right language habits, but not at 
the expense of naturalness and freedom of expression. 



THIRD GRADE LANGUAGE 

Live Language Lessons — Book One, Part One 

General Outline 

Two closely blended main lines of work are pro« 
vided for this grade: 

I. Expression Studies II. Skill-Cultivating Exercises 

These are grouped in a series of ten general language 
studies as follows: 

1. Summer Stories 

Talks about summer fun. Word games. ' 

Telling animal stories. Writing about animals. 

Talks about farm animals. Animal language games. 

2. Little Laborers 

Talks about children's work. Making worker rhymes. 
Telling of work in school. Word games about workers. 

Stories about workers. Writing about work. 

3. Autumn Days 

Fall stories and poems. Autumn language games. 

Talks about corn. Writing about corn. 

A wigwam story hour. Finding Indian words. 

4. Thanksgiving Time 
Talks about Thanksgiving. Thanksgiving alphabet. 
First Thanksgiving. Thanksgiving language game. 

Talks about foods. Word game about cooking. 



IS 



i6 LIVE LANGUAGE LESSONS 



5. Santa Claus Stories 

Christmas stories and songs, Christmas language games. 
Christmas plays. Writing Santa letters. 

6. Snowflake Fun 

Telling of snow fun. Finding winter words. 

Talks about Eskimos. Snowball language games. 

Winter night stories. Writing about winter. 

7. The Fireside Story Hour 

TeUing fairy tales. Finding words for fables. 

Playing fairy stories. Fairy language games. 

Stories of valentines. Postman language game. 

Little American stories. Making American stories. 

8. Springtime Stories 

Playing a story of spring. Spring guessing game. 

Telling bird stories Finding bird words. 

Describing favorite birds. Bird language games. 

9. Plays and Playmates 

Talks about spring fun. Spring language games. 

TelHng about pets. Animal action words. 

More animal stories. Animal language game. 

10. Vacation Fun 

Talks about water sports. Making a story. 

Vacation time fun. Fishing language games. 

Review of language games and other tongue-training 
exercises. 

SPECIAL CAUTIONS FOR TfflRD GRADE WORK 

I. Pupils will need guidance at the beginning to 
learn how to use their first language text properly. 



THIRD GRADE LANGUAGE 17 



2 Do not expect them to read fluently all the stoiies 
and directions, or to fill every blank in the vocabulary 
exercises. Give them tactful help until they can help 
themselves. 

3. The beginnings in written work should be care- 
fully made. The sentence building, letter-writing, and 
other compositions should be worked out in the beginning 
by the class working together under the tactful guidance 
of the teacher. 

4. Too much writing and copying should not be 
given as seat work. For the study period, use word- 
finding games, the reading of stories and poems in the 
book, with occasional very brief written compositions 
and little letters. Make this work simple and watch 
it carefully. 

5. The lessons are best taught in the season thereof. 
It will be observed that they are planned to follow the 
school year somewhat closely. Where promotions are 
made at the half year, the seasonal arrangement need 
not be seriously disturbed. For example, if the grade 
begins its work in January or in February, its first 
study should be Snowflake Fun or The Fireside Story 
Hour. The following fall the class can begin with 
Summer Stories or Little Laborers. 

6. The course is planned to cover a full year of nine 
or ten months' work with a lesson practically every day. 
If the course must be shortened to fit the short term or 
ungraded school, certain exercises from different studies 
may be omitted. For such a minimum course the 
following is suggested: Omit exercises 3, 5, 11, 18, 26, 
33, 35, 39, 45, 46, 50, 5i, 5^, 62, 63, 70, 71, 79,81, and 82. 



i8 



LIVE LANGUAGE LESSONS 



7. The best results will come from following the 
plan, not slavishly, but rather faithfully. Ample free- 
dom is given both pupils and teacher within the general 
studies provided. The lessons should always be adapt- 
ed to the class, and at times other exercises more closely 
connected with their needs may be substituted. 

8. Only as each grade does the part assigned to it 
is effective team work possible. The part given to the 
third grade has already been presented in brief. The 
following is a summary showing the various forms dealt 
with in the tongue and finger- training games and drills: 

PRACTICAL HELPS WITH DEMONSTRATION 
LESSONS 

DRILL EXERCISE CHART 



Correct Usage 


— 


Punctuation 


Enunciation 


Language games to over- 


Use of the 


Games and 


come 




period 


drills on 


''Can I go?" "It's me." 


I. 


To close sen- 


can 


'T fell in" 'T laid down" 




tences 


catch 


''have got" "throwed" 


2. 


After abbrevia- 


and 


"aint" "knowed" 




tion of months 


just 


"et" for "ate" "give" for 


3- 


After initials 


get 


gave' 


Use of the capital 


for 


"I seen" "has stole" 


I. 


To begin sen- 


from 


"I done" "has took" 




tences 


going 


"If I was" "he come" 


2. 


In writing 


running 


"There was "he run" 




names 


doing 


two" 


3- 


Pronoun I 


playing 



The drills suggested in 
and motivated whenever 



this chart should be vitalized 
possible. Other type trouble- 



THIRD GRADE LANGUAGE 19 

makers may also be dealt with as need requires, but 
the foregoing forms should not be neglected. 

GENERAL STUDY ONE— SUMMER STORIES 

The following program covering about two weeks' 
work, is provided in connection with this opening 
study : 

For the Recitation For Seat Work 

Telling of vacation fun. Word-finding game. 

Study of the circus poem. Blank-fiUing exercise. 
Telling jokes and riddles. Finding answers. 

Talks about animal tricks. Writing about animals. 
Talks about pets. Finding words. 

Playing animal games. Making a zoo. 

Talking about useful animals. Writing sentences. 

Lesson i. Sharing Our Vacation Fun 

On opening this First Book of Live Language Lessons, 
the pupil is greeted with two pictures suggesting fun 
in summertime. He meets also this inviting question : 

"Did you ever play 'trading stories'?" 

Then follows the stimulating suggestion that he 
share with his classmates some story of fun he has had 
during the vacation just past. 

Over the leaf is a story of some real boys who had 
*' A Circus Chase." This should be read or told interest- 
ingly by the teacher. Then appropriate questions such 
as are suggested may be given to lead the pupils to 
tell similar experiences. 

As they talk, the teacher should tactfully draw out 
their best thoughts, keeping their expression moving 
forward within the general hues of the lesson. 



LIVE LANGUAGE LESSONS 



Seat work. While the interest to tell the stories is 
still keen, the work should be changed. During the 
study period following, the pupils may be allowed to 
express themselves in another way, by making a circus 
parade, or a zoo, or in otherwise reflecting the main 
thought of the lesson given. 

Written work should not be required with this first 
lesson, other than the spelling of a few names of animals 
to make a word circus. The result of this seat work is 
likely to be something like this: 




A good spelling lesson on the simpler names of 
animals may be given here if desired. 



THIRD GRADE LANGUAGE 21 

Lesson 2. Finding Words 

During the second recitation the pupils should be 
guided in completing the poem called ''The Circus 
Parade." This is a vocabulary-building exercise. 

Do not expect every pupil to find every word. If 
each can find one or two or three, that will be enough. 
The lesson should be made a cooperative exercise. 
Working under the lead of the teacher, the pupils 
may be led to fill the blanks in one or two stanzas, 
then they may be left to fill the blanks in the other 
stanzas for themselves. They should then prepare to 
read the completed poem. 

Lesson 3. Riddles 

Here is a lively language exercise with opportunity 
to train the pupils' sense of humor. It should begin as 
a conversation exercise about the clown or other come- 
dians. Following this should come an exchange of 
jokes and riddles. 

Seat Work. As suggested, the pupils may find the 
answers to the riddles given. Other riddles may be 
added on the board. 

Lesson 4. Animal Tricks 

This is another conversation lesson. The pupils, led 
by questions in the text, or by reading the httle story 
given about the monkey, will tell of their experiences 
with animals they have seen at shows or on the farm 
and elsewhere. They should be encouraged to talk 
freely, but should be guided tactfully to keep to the 
story. Some of their simpler mistakes may possibly 



22 



LIVE LANGUAGE LESSONS 



.be corrected, but not in such a way as to check their 
stories. 

Seat Work. The writing of little stories of two, three, 
four, or five sentences like those in the text about some 
animal may be done here. Preceding this, a little com- 
position may be written on the board, with the pupils' 
help. The suggestion that each sentence has a captain, 
or capital letter to lead it, stimulates a little interest 
in this form. Attention may be directed to the period 
also. 

The following are two little compositions produced 
by third grade pupils during this exercise: 
THE BEAR 

The bear lives in a den. He eats meat. He has to be penned up in 
a cage at the park, so he won't bite people. The bear is black. Some- 
times there are white bears too. 

THE DEER 
The deer lives in the woods. It eats grass and roots. It is a swift 
runner. It has antlers. 

Lesson 5. Training Animals 
Use the questions given in the text and others to 
bring out an exchange of little stories about cats, dogs, 
colts, calves, and other animals. Most pupils of this 
grade have had some experience directly or indirectly 
with some animal. Opportunity to cultivate kindness 
to pets will arise during the lesson. 

Seat Work. The vocabulary exercises on *'Goat 
Troubles" should be given as composite work at the 
beginning, then the pupils should be allowed to com- 
plete the story and to be ready to read it. Do not re- 
quire pupils to copy this exercise. Rather number the 
blanks and find words for each number. 



THIRD GRADE LANGUAGE 23 

Lesson 6. Animal Games 

Opportunity is given here for vitalized training in 
correct usage. Each game proposed gives the pupil a 
chance to express himself and to get real practice in 
using rightly forms commonly misused. The '' Noah's 
Ark" game, for example, drills on may, into, and am 
not. 

Seat Work. Another spelling exercise on animal 
names may be given here. Let the pupils draw an ark 
or a zoo. They may have in the ark all the animals 
whose names they can spell correctly. Compare the 
results with those obtained in making a circus parade. 

Lesson 7. A Zoo Guessing Game 
Here the pupils are given a chance to make a little 
description by filling the blanks. The seat work pre- 
cedes the recitation. When the pupils are ready, each 
may read his little composition and the class may guess 
as directed. 

Lesson 8. Talks about Farm Animals 

This work should be directed towards helping the 
pupils to appreciate our animal friends. In the country, 
the children will have much first-hand experience to 
give. In the city, the pupils may need some help in 
learning what animals really mean to them. Their 
cow is ''the milk bottle," and the butter ''tub," or 
"carton"; but they should learn all about the produc- 
tion of these things. In every class will be found pupils 
who can give first-hand experiences with farm animals. 

Seat Work. Writing about Animals. Each pupil 
should produce a little story of several sentences about 



24 LIVE LANGUAGE LESSONS 

some useful animal or bird found on the farm. Here 
is a story one pupil produced: 

MY COLT 

I have a little colt named Bessie. She is as black a, ink with only a 
white spot in her forehead. She is too little to ride, but some day when 
she grows up she will make a fine saddle pony. I will use her to help 
me drive the cows home. — Fred Thompson. 

This may be illustrated with pictures, or drawings. 
The result should be a Httle booklet produced by the 
class. 

GENERAL STUDY TWO— LITTLE LABORERS 

The purpose of this study is to cultivate in the pupils 
the right spirit towards work. Conversation lessons, 
stories, and poems dealing with work common to the 
lives of most little folk are given. With these are 
vocabulary-building and tongue- training exercises to 
help the pupil find the words he needs, and to train his 
tongue to use various troublesome forms correctly. 

Out of the work should come little plays about 
workers and booklets containing little stories and 
sketches from the little workers. Each pupil should 
contribute his part. About three weeks' time may well 
be given to the working out of the various lessons con- 
nected with the study. 

The following plan may be taken as suggestive: 

For the Recitation For Seat Work 

Talking about work for boys Drawing, cutting pictures of 

and girls. work. 

Finding words. Spelling exercise. 

Getting Ready for School Writing little order rules. 

(Poem Study). Helps for the schoolroom. 



THIRD GRADE LANGUAGE 25 

Talks about school work. Writing the Lark story. 

Stories about workers. Cutting and drawing exer- 

Playing the stories. cise. 

Words for workers. Spelhng exercise. 

Language game. Writing sentences using 

Drills on ^^did" and ''done." "isn't." 

Talks about making and Writing sentences on "did" 

doing. and "done." 

Making a worker's book. Writing little worker stories. 

Reading the book of stories. Making a worker's book. 

The essential thing in working out the language 
study is to keep the work moving towards the central 
purpose. Each lesson may be different, but each should 
connect with the idea of work. The pupils need to be 
trained in a spirit of home helpfulness, and to have 
cultivated in them an appreciation of those who are 
constantly working for them. 

Lesson i. A Talk about Work 

In the opening lesson, the keynote is struck playfully 
by the suggestion and question: ''All play and no work 
makes Jack^ dull boy." ''What do you do every day 
to keep from getting lazy?" 

This suggestion and the question generally bring a 
hearty response. The main work of the teacher then is to 
guide the expression and to hold the pupils to the telling 
of definite little duties they actually do and can perform. 
Their tendency often is to talk in "glittering general- 
ities." 

Lead them to talk on simple things, such as keeping 
their toys in place, keeping their clothes clean and tidy, 



26 LIVE LANGUAGE LESSONS 

washing their hands and faces without bothering mother, 
and doing other Httle acts of helpfulness. 

Lesson 2. Finding Words 

The little verses for vocabulary work may be filled 
out partly in class or left for the pupils to complete 
by themselves. They suggest the spirit of the general 
study. 

Lesson 3. Getting Ready for School 

The poem, ''Getting Ready for School," is a homely 
old rhyme, but it will leave a distinct impression. It 
offers, too, many suggestions that will stimulate the 
pupils to talk about what to do about getting ready 
the night before, what makes tardy boys and girls. 

Let the poem be read by the teacher or by the teacher 
and the pupils. Such questions as those given will help 
the pupils to enjoy the poem. 

For seat work, each may write a little line or two of 
good advice for boys and girls about taking care of 
their books and clothes and about getting up promptly 
and dressing quickly. Make some motto suggested 
by the poem, "Getting Ready for School." 

Lesson 4. Talks about School Work 

This lesson follows naturally the poem study. Here 
is an opportunity for some helpful expression work 
looking to the betterment of the school. Stimulate 
pupils to talk about how to study, how to help one 
another, and how to keep their desks in order. 

Seat Work . A set of rules for the classroom may be 
worked out. The best set could be chosen to be used 
by the school. 



THIRD GRADE LANGUAGE 27 

Lessoa 5. Stories about Workers 

Here is opportunity (i) to blend language with 
literature; (2) to bring back some fine old tales that 
should not be forgotten; (3) to have a story- telling 
exercise; (4) to dramatize some of the stories that make 
interesting little plays. 

Seat Work . ''The Larks in the Wheat Field " may be 
studied. This offers another kind of beginning com- 
position, the building of a story by answering questions. 
This work may be begun as a class exercise and com- 
pleted by the pupils. 

The succeeding lessons, ''Words for Workers," 
"Game for Little Workers," "How Things are Pro- 
duced," can be followed without trouble. They may be 
expanded, as suggested on page 27 (text), by adding 
spelling exercises, by having the pupils make little plays 
representing workers of various kinds, and by the mak- 
ing of a little worker's booklet. 

The following are suggestive spelling exercises: 

1. Make an outline of a garden and write therein names 
of plants you would like to grow; as, peas, beans, carrots, 
turnips, corn, potatoes, lettuce, onions. 

2. Draw an outline of a tool shop and put into it garden 
tools; as, hoe, rake, spade, shovel, plow. 

GENERAL STUDY THREE— AUTUMN DAYS 

This study is opened with a merry rhyme about 
harvest days. Through reading it or any of the other 
fall poems suggested, the pupils may be put in the spirit 
of the season and set talking about the beauties and 
gifts of autumn. Their expression should be tactfully 



28 LIVE LANGUAGE LESSONS 

guided along the lines suggested by the following pro- 
gram of lessons and exercises, which is planned to 
cover about three weeks' time : 

For the Recitation For Seat Work 

Reading and talking about Memorizing a choice fall 

fall poems. poem. 

Talking about the harvest. Harvest spelling game. 

Telling stories of nutting time. Drawing or cutting squirrels. 

Nuts-to-crack game. Finding words for poems. 

Talks about fireside fun. Completing popcorn story. 

An Indian corn story. Writing about corn. 

Stories of the winds. Drawing or cutting wigwam. 

Wigwam story hour. Writing about papoose home. 

The Jack-o '-Lantern story. Cutting or drawing Jack-o'- 

Lantern. 

More stories of Pilgrims. Writing about Hallowe'en. 

During these exercises little booklets should be made 
with pictures, stories, poems, and cuttings suggesting 
the various phases of the work. Each pupil may 
make his own booklet; or a book may be made by the 
whole class. 

Lesson i. Fall Poems 

In this exercise language and literature are blended. 
The poem given and those suggested should be enjoyed. 
Perhaps several fall poems, suited to this grade may be 
found in the readers and studied. Reading and language 
may often be thus correlated to the advantage of both 
studies. 

Lead the children to talk freely about the pictures 
and thoughts suggested by the poems studied. Make 
this work a language exercise. 



THIRD GRADE LANGUAGE 29 

Seat Work. Each pupil should choose some stanza 
or lines that he likes and memorize them to recite the 
following day. 

Lesson 2. Talks about the Harvest 

The thought here is to stir the pupils to appreciate 
the gifts of autumn. Let each tell of some product of 
the fields or forest. Perhaps some pupils have raised 
some vegetable, grain, or fruit or flower. Interest in 
the exercise may be stimulated by having the pupils 
bring samples to the class. A little fair may be planned. 

Seat Work. As suggested in the text, let the pupils 
have a spelhng game, filling the barn or cellar they 
draw with such words as they can spell correctly. For 
illustration: 




X^ 







Lesson 3. Stories of Nutting Time 

Pupils should be led to talk about their fun in gather- 
ing nuts, or their fireside fun while cracking them. 



30 LIVE LANGUAGE LESSONS 

The exercises may be enriched by having them tell of 
the squirrel, the monkey, and other animals that eat 
nuts. 

Seat Work. Cutting and drawing pictures of the 
squirrel or monkey, and of the forest will be interesting 
here to illustrate the story. 

Lesson 4. Live Language Game 

The "Nuts to Crack" guessing game should be played 
here. Other games may be added as, ''What have you in 
your barn or granary?", each pupil answering in turn, 
"I have corn." ''I have beans." The teacher should 
make good use of the language game to train the pupils' 
ears and tongues to hear and to use correct forms. 

Seat Work. Have the pupils find the words to com- 
plete the poem. Some definite help should be given them 
in this exercise. 

Lesson 5. Popcorn Stories 

Use the questions in the text and others, and have a 
conversation exercise. Lead the pupils to talk about 
candy making, popping corn, and other fireside pastimes. 

Seat Work. The blank-filling exercise, ''Popcorn 
Fun," will serve well. Again the pupils should be given 
some help in finding the right words. 

Lesson 6. An Indian Corn Story 

This lesson blends naturally with the spirit of autumn 
and the harvest. The story of Mondamin should be 
read and enjoyed. Using questions in the text, lead the 
pupils to talk about corn, its worth to the Indians, and 
to all of us. Pupils of our land should appreciate the 



THIRD GRADE LANGUAGE 



Indian corn as one of our distinctively American plants. 
Corn has been a great help in the making of our country. 
Tell the story of the Pilgrims and the corn. How also 
did parched corn serve the pioneers? Stories of cotton, 
wheat, and other staple products of the farm may be 
taken up if time permits, or if a change of work seems 
desirable. 

Seat Work. The pupils may write a Httle composi- 
tion about corn, following the suggestions given in the 
book. They may illustrate their little sketches with 
drawings or clippings from magazines and catalogs. 
Lesson 7. A Wigwam Story Hour 

A number of Indian story-books are suggested 
here. Any one of these will give stories for the story 
hour. Even better than these book stories may 
be the original stories the children can gather from 
their parents and older folk of the city about Indians, 
bears, buffalo, or other things. The pupils will enjoy 
acting out this story hour, sitting around the wigwam 
and each telHng a tale. 

Seat Work. Use the blank-filling exercise on the 
Papoose Home. The pupils should now be able to 
fill most of the blanks in this exercise. 
Lesson 8. The Four Winds 

The myth of ''The Four Winds" is full of the autumn 
spirit. Let this poem be read by the teacher. Using the 
questions in the text and other suggestions, lead the 
pupils to enjoy and talk about the fall pictures it suggests 
—falling leaves, the migrating of the birds, and the 
coming of Jack Frost. See Longfellow's ''Hiawatha" for 



32 LIVE LANGUAGE LESSONS 

the story of the winds. Be ready to tell the story to the 
children. Let the pupils dramatize the stories told by 
these poems to help them vivify the pictures. 

Seat Work. Gather and mount autumn leaves, or 
draw or cut wigwam scenes, suggesting the stories of the 
winds. 

Lesson 9. The Indians and the Jack-o '-Lantern 

A charming story in which is blended the Indians, the 
Pilgrims, and the Hallowe'en time is given here. This 
story may be told, read, and re-told and dramatized. 
Other stories of Pilgrim days are also suggested for 
enjoyment. These may be read or told. 

Concluding Work. If the various exercises suggested 
have been well done and the results kept, each pupil can 
now assemble his work in the form of an autumn booklet 
containing original and other poems, drawings, cuttings, 
and compositions of his own. On the cover of this he 
may draw a Jack-o'-Lantern, a wigwam, or autumn 
leaves, or some other design. The best work may be 
selected and presented in the form of a program for 
parents or other pupils. 

GENERAL STUDY FOUR— THANKSGIVING 
TIME 

Like the preceding ones, this study is opened with a 
live picture suggestive of the subject. What shall be 
done with the picture? Ask such questions as will lead 
the pupils to enjoy and to talk about it. For example: 

Where did the boy get the big bird? How did he 
catch it? What is he going to do with it? How does lie 



THIRD GRADE LANGUAGE 



33 



feel about having the turkey for Thanksgiving? Make 
a Httle story about the boy and his turkey. 

A few questions of this sort will stimulate interesting 
expression and create the right atmosphere for the 
enjoyable Thanksgiving studies provided. From about 
November first until Thanksgiving the time may well 
be spent working out the program of exercises that 
follow. 



For the Recitation 

Reading and talking about 
the poem. 

Telling stories of grand- 
parents. 

Telling story of first Thanks- 
giving. 

Playing story of first Thanks- 
giving. 

The Thanksgiving alphabet. 

Catching the turkey game. 

The harvest home game. 

Cooking game. 

Telling food stories. 

Giving a 
program 



For Seat Work 

Writing little story of 
Thanksgiving. 

Spelling words from the 
woods. 

Learning to use words. 

Cutting or drawing pictures 
of Pilgrims. 

Finding words. 

Drawing or cutting barn- 
yard. 

Harvest spelling lesson. 

Making a cook book. 

Writing little stories. 



Thanksgiving 



From this general study may come, as suggested, one 
or several little booklets — a play or a general program of 
stories, poems, songs, and plays. A rich variety of exer- 
cises is offered. The plan is flexible. 

Lesson i. Picture and Poem Study 
As directed, the teacher should use the picture to lead 
into the poem and the reading of the poem should bring 
3 



34 LIVE LANGUAGE LESSONS 

forth not only enjoyment of the poem, but original 
expression and a sharing of experiences by the pupils 
of their Thanksgiving visits and other like fun. 

Make this study an opportunity to foster a sweet home 
spirit and an appreciation of parents and grandparents. 

Seat Work. Blending with the lesson, the seat work 
may well be an expression of the pupils' thoughts in a 
few simple sentences about Thanksgiving. The follow- 
ing are such as may be expected : 

GRANDMA'S STORY 
Once when we were out to Grandma's for Thanksgiving she told me 
a story. She said that when Grandpa and she moved to Kansas they 
went in a "prairie schooner." It was drawn by oxen. They lived in a 
sod house. They had to live on buffalo meat and corn. She was thankful 
that those days were past. 

Lesson 2. Pennyroyal Pie 

Let this jolly little story of Shadrach be enjoyed first. 
Then lead the pupils to share their own little experiences 
or to tell stories their parents and grandparents may have 
told them about similar experiences. The little tale 
should bring forth a great many experiences of the woods 
and hills, or of picnics and the pantry. 

Seat Work. A spelling lesson making the forest by 
drawing trees and writing names of them may be given 
here: 




Lesson 3. The First Thanksgiving 
Two or three recitation periods may be given to this 
study. 



THIRD GRADE LANGUAGE 35 

First, read and talk about the story. For seat work study 
the difficult words and use them in sentences. 

Second, play the story informally. For seat work cut or 
draw pictures of the Pilgrims and Indians. 

Third, if desired, present the play for another grade. 

Lesson 4. A Thanksgiving Dinner Alphabet 

Two or three lessons may be given to this study. Do 
not expect each child to fill every blank. The study 
should be begun as a cooperative exercise. Lead the 
pupils to tell of the various things that may be had for 
Thanksgiving dinners. Then let them begin to complete 
the rhyme by finding the right words. Afterwards, 
according to the size and ability of the class, let the 
pupils during seat work either take one or more letters 
and complete the rhyme about these; or, if they can, let 
them try to make the alphabet in full. They need not 
copy it in full; but they may copy just the words to go 
with each letter. For example: 

Line i round red 

Line 2 tasty dumplings 

If the pupils wish to make other rhymes than those 
given for various letters, let them do it. 

Lesson 5. Thanksgiving Games 
Here is a series of live games to train the tongue in 

overcoming such trouble-makers as "kin," "ketch," and 

"aint." Several periods may be taken for this work. 

One game each day played with zest will be enough. 
For suggestions as to seat work following each game, 

see the program of seat work exercises given on page ;^^. 



36 LIVE LANGUAGE LESSONS 

Lesson 6. How Foods are Produced for Us 

Following the little talks suggested by the titles, each 
pupil may choose his topic and write a little story about 
it. The composition may be in form of an autobiography ; 
as, 

THE BREAD STORY 

I was first a kernel of wheat. The farmer planted me in the big field. 
I grew first into a green blade like grass. Then the golden sunshine 
turned me yellow. 

I was cut down and put through the threshing machine. It did not 
feel very good to be knocked about. Then I was taken to mill and 
ground into flour. After this I was baked into bread. Don't I look 
good enough to eat? 

GENERAL STUDY FIVE— SANTA GLAUS 
STORIES 

Christmas is the crest of the year. In primary pupils 
especially, the spirit of this holiday is strong. It is easy 
to turn this spirit to the purposes of language, literature, 
art, music, and other studies. The following plan offers 
a chance to fill the time between Thanksgiving and 
Christmas with a series of rich lessons which may 
culminate if desired in a delightful Christmas program: 

For the Recitation For Seat Work 

Reading and talking about Drawing or cutting illustra- 

"A Visit from St. Nicho- tions. 

las." 

Enjoying Christmas songs Making a word Christmas 

and poems. tree. 

Telling Santa Claus stories. Reading Christmas stories 

and songs. 

Talking about Mother Goose Making song and story-book. 

folk. 



THIRD GRADE LANGUAGE 37 

Playing Mother Goose games Illustrating a nursery rhyme. 

Introducing the family. 

A sitting game. Finding sit and sat in sen- 

A dinner game. tences. 

Toytime game. Writing sentences using eat 

A class letter to Santa Claus. and ate. 

Enjoying the Mother Goose Filling blanks with give and 

play. gave. 

Rehearsing parts for Christ- Individual letters to Santa or 

mas program. to others. 

Presenting the program be- Learning the parts. 

fore other class or parents. 

The central aim of the foregoing program is to create 
the proper appreciation and remembrance of Christmas 
time. 

Lesson i. A Visit from St. Nicholas 
No Christmas seems complete without a reading of 
this children's classic. Let the teacher first read it 
expressively, then using the questions and suggestions 
given in the text, with others, lead the children to see the 
various pictures suggested by the poem, and to talk 
about the experiences and thoughts they bring forth. 
In this and in the studies that follow on ''Christmas 
Poems and Stories," literature and language work are 
blended. The prime purpose, however, here is language. 
The lessons will fail of this purpose unless self-expression 
in the form of talks, story-telling, and dramatizing come 
from the work. 

Two days, at least, may well be given to the poem. 
Seat Work. First, let the pupils have a word study. 
Various expressions in the poem should be understood; 



38 



LIVE LANGUAGE LESSONS 



as, ''miniature sleigh," " coursers they came." Some of 
the words may be learned. A good spelling game here is 
the making of a word Christmas tree. For illustration: 




For a second day's seat work, the pupils may draw an 
illustration for the poem; as, "Santa in his sleigh," 
*'The stockings on the chimney place," or some other 
picture that comes to them from the study. Or they may 
make a picture of Santa in his toy shop. 

Lesson 2. Christmas Poems and Stories 

Language and literature are here blended. The pupils 
may first read such choice poems and stories as those 
given, or other good ones they and the teacher may find 



THIRD GRADE LANGUAGE 39 

about Santa and Christmas. Some of the poems, set to 
music, may be sung during the music exercises. Choice 
poems, or parts of them, may be learned and recited. 

For language work the pupils may be led to talk about 
the poems, to tell and to dramatize some of the best 
stories. A Santa Claus song and story hour should result. 
Several recitations may thus be filled with interest and 
profit. 

Seat Work. These suggestions should be followed : 

1. Making Christmas story and song book. Each pupil 
may contribute one story or poem to the book. These may 
be copied or clipped and pasted. Pictures and drawings will 
help. 

2. Reading stories to be told and learning poems to be 
recited or sung. A recital of these for another grade will be a 
helpful practice leading towards the final Christmas program. 

Lesson 3. A Mother Goose Christmas Party 

Several charming lessons may be worked out around 
this subject, as follows : 

1. Talking about Mother Goose Folk. The pupils may 
describe them and recite rhymes about them. For Seat 
Work, the pupils may write nursery rhymes. 

2. Introducing the Mother Goose Family. This is a 
motivated memory exercise. Let each pupil recite the rhyme 
that tells of the character selected. For Seat Work, draw or 
cut pictures of Mother Goose Village. A booklet may be 
made, each pupil making one part. 

3. Playing ''Seating the Guests," ''Dinner Game," and 
the "Joy Time Game. " The object here is tongue training on 
the troublesome forms : sit, sat, eat, ate, give, gave. 



40 LIVE LANGUAGE LESSONS 

Other forms may be reviewed here if desired. Guess- 
ing games may be played such as those on " What toy did 
Santa bring you?" or on ''What did you see on the 
Christmas tree?" or "Guess, what I have." 

The teacher should follow up these forms till they 
are mastered. Let each try to create interesting games 
and drills to add to those suggested. 

Lesson 4. A Mother Goose Play 

The beginnings toward creating original plays are 
made in this exercise. In this lesson, such a play is given 
in full. Later, in "The Fairy Wand," page 98 (text), 
only the opening part is given. 

Let the pupils enjoy the Mother Goose play by first 
reading it, then let them take the various parts and play 
it. Every child in the class should be given some part, 
even though he may say little or nothing. 

If time permits, another play may be worked out on 
Mother Goose Folk, or this play may be enlarged. 

The final work should be the presenting of a program 
of Santa songs and stories, and the play on the Mother 
Goose Family. 

GENERAL STUDY SIX— SNOWFLAKE FUN 

This study is intended to bring out the winter recrea- 
tion of pupils. In some parts of the country no snow falls ; 
but most children will have had some snow fun, or will 
have heard about it from others. Those who have not 
will enjoy learning of such wintry sport and telling of 
other sports they have in place of snowflake fun. 



THIRD GRADE LANGUAGE 



41 



The following program is offered for about two weeks' 
work: 



For the Recitation 

Poem and picture study, 
''Making a Snow Man." 

Study of winter words. 

A snowball language game. 

Talking about winter fun. 
Telling about Eskimos. 

Mother Hubbard's geese 

game. 
Reading poem, "Winter 

Night," and talking about 

it. 
Winter clothing stories. 

These lessons oflfer opportunity to direct the pupils 
towards ^wholesome outdoor recreation, to give them 
sensible suggestions on kindness to animals, on true 
charity, on health, on appreciating those who work to 
give us warm clothing for winter time. 



For Seat Work 

Cutting or drawing sleds, 
snow men, snow forts and 
snow houses. 

Finding wintry words for 
blanks. 

Writing sentences using 
threw. 

Writing a winter story. 

Drawing or cutting an Es- 
kimo house. 

Writing ''has stolen," "have 
stolen" in sentences. 

Writing an animal story. 



Making a winter booklet. 



Lesson i. The Snow Man 

This poem-picture study should stimulate a lively 
exchange of winter experiences. Use the questions in 
text, and others, to lead the pupils to talk of their fun. 
By guiding questions, help them to tell clearly their 
stories, and tactfully correct some of their little errors 



42 



LIVE LANGUAGE LESSONS 



of speech. If they say, wuz, I seen, or make other little 
slips, repeat the correct form. Be careful, however, not 
to disturb their thought in making these corrections. 

Seat Work. Let pupils tell, by drawings or cuttings, 
some snowtime tale. The following result, from such 
seat work, suggests what may be expected. 




Lesson 2. Finding Winter Words 

This should be begun as a cooperative exercise. The 
class, under the lead of the teacher, may first talk of the 
words expressive of winter days. Some of the sentences 
in the exercise should be completed. 

Seat Work. The pupils may then be left to find the 
other words to fill the various blanks. 



Lesson 3. The Snowball Game 

Play the Snowball game as suggested. 

Seat Work. The pupils may make sentences using 
threw, grew, knew, blew, drew; as, I threw a snowball 
at Ned. He grew angry. I knew it would snow. The 
wind blew hard. I drew my sled up the hill. 



THIRD GRADE LANGUAGE 43 

Lesson 4. Snow Stories 

A real composition with a kodak picture of a real snow 
house made by a third grade pupil is offered here to 
stimulate the pupils. After reading the story and talk- 
ing about the picture, given with this lesson, the pupils 
will be ready to compose like stories of their own during 
the Seat Work period. These should be corrected and 
made into a little illustrated booklet of winter stories. 
The following is an uncorr^ ted story which came from a 
third-grade pupil during such an exercise: 

HUMPTY DUMPTY, THE SNOW MAN 
I made a snowman. He looked like Humpty Dumpty, so I called 
him that. I made a wall of snow and sat him on the wall. He fell down, 
and could not put him togather again. That was Humpty Dumpty 
adventurs. 

The spirit of this little story is excellent. It needs 
only a few mechanical corrections to make it a perfect 
little story of its kind. Some spelling errors are in it. 
The pupil needs help in ending his sentences and in 
using sat correctly. 

Other papers will similarly reveal the need for definite 
help. A little lesson or two on the period and on spell- 
ing, may well follow this written expression work. Make 
the spelling lesson of words found misspelled in the 
papers; as, together, adventures. Also use other words 
they may need in writing of their snow fun. 

Lesson 5. Stories of Eskimos 

Here is a chance to blend the geography and language 
lessons to the advantage of both subjects. The Seat 
Work is definitely given in the text. 



44 LIVE LANGUAGE LESSONS 

Lesson 6. Mother Hubbard's Geese 

Training on the forms ''I" and ''have stolen," also 
in enunciating can, get, catch, is here given in a lively 
language game. 

Lesson 7. Winter Night 

The beautiful wintry home pictures of little animals 
and of baby should be enjoyed first through reading and 
talking about the poem. But the follow-up questions 
wherein the pupils are led to give their own pictures and 
experiences reveal the main end of the lesson. 

Seat Work. Follow the suggestions in the book. 
Another little booklet of nature stories may be created, 
if time permits. The stories may tell for example, How 
the birds keep warm in winter, Where the squirrels 
hide from the cold, and How the mice keep from freezing. 

Lesson 8. How People Keep Warm 

This lesson blends with geography. It may be 
expanded into several exercises, if desired, since it 
reaches into many fields. Interesting talks from the 
pupils own experiences in travel and in watching how 
clothing is made, may be given. Little illustrated 
sketches are also possible. Opportunity is here given to 
do some Junior Red Cross work in helping the poor 
people keep warm. 

Lesson 9. Review Tongue-Training Drills 

Exercises suited to the pupils' language needs for drills 
on type trouble-makers, as, seen, done, may, have, sat. 



THIRD GRADE LANGUAGE 45 

ate, took, isn't, also, just, can, get, catch, forget, singing, 
ringing, and others may be given. For example: 

What birds have you seen this winter? 

I saw a sparrow. I saw a crow. I saw a chickadee. 

When did you do your language work? 

I did mine this morning. I did mine last night. 

GENERAL STUDY SEVEN— THE FIRESIDE 
STORY HOUR 

This study divides into three main parts: i. Fairy 
Tales and Legends ; 2. Valentine Fun; and 3. Stories for 
Little Americans. 

The central aim is to give the pupils opportunity to 
share in the telling and in the playing of choice stories. 
Wholesome recreation and a spirit of patriotism should 
result from the work. Language and literature and 
history may be well blended here. 

PART ONE. FAIRY TALES AND LEGENDS 

Two weeks of interesting work, or more can be 
worked out in connection with the following program: 

For the Recitation For Seat Work 

Telhng old time tales. Reading fairy stories. 

Telling and playing fables. Writing a fable. 

Playing a fairy story. Writing about the months. 

Creating a fairy play. Making a '' Puppet Theater." 

Each of the foregoing exercises may well be expanded 
into two or more lessons by following the suggestions 
given. 



46 LIVE LANGUAGE LESSONS 



Lesson i. The Story Hour 

Let this begin by having each child recall and retell 
some choice old story he has heard or read; as, Cinder- 
ella, Tom Thumb, and others suggested. 

The story might be told by one pupil. It is better, 
however, to have one pupil begin and to have each of the 
class follow up the tale till it is completed. Such work 
brings into action all of the pupils. Two or three stories 
may perhaps be retold in this way by the class during 
the recitation. 

Seat Work. Let the pupils under tactful guidance 
read other good stories from supplemental library books 
or from a story-book which they have been asked, in 
preparation for this hour, to bring from home. If desired 
they may exchange their home books during this work. 

Lesson 2. A Play Story Hour 

During this exercise some of the stories that lend 
themselves best to dramatizing may be played, as, 
''The Bremen Town Musicians." The class may be 
divided, if large enough, into several groups, each group 
playing some story. 

Seat Work. In preparation for the next lesson, let the 
pupils each read and prepare to tell one of the fables 
suggested under Exercise 48. 

Lesson 3. Telling Fables 

This recitation should be given to individual story 
telling. Since the fable is usually short, each pupil 



THIRD GRADE LANGUAGE 47 

may give one of these stories in full. If the class is 
large, two or even three periods may be taken for the 
work. 

Seat Work. Use the vocabulary-building and punc- 
tuation exercises in Exercise 48. Only one of the fables 
there given to copy and complete should be done during 
a study period. Even this, with some third grade pupils 
may prove too much. If so, reduce the exercise. Enough 
work is here given for two or three periods. 

The idea is first, to find the fitting words; second, to 
study quotation marks and exclamation points. The 
study of these marks should end with copying and 
understanding them for reading purposes only. 

Lesson 4. Fairy Tales to Play 

The first of these tales, ''The Twelve Months," is 
given as a story. Let the pupils read the story, then 
play it informally. 

Seat Work. The pupils may, as suggested, write 
sentences about the various months. Or they may 
write of the different seasons, or draw pictures illustrat- 
ing each month or season. 

The second exercise, ''The Fairy Wand," is a care- 
fully graded exercise in creating a play. The beginning 
of the play should be read, then following the outKne, 
the pupils may finish the little drama orally and play it 
first for themselves; then, if desired, for some other grade. 

Seat Work. During the creating and practicing of 
the play, the pupils may make Kttle theaters, or "puppet 
theaters," as they are sometimes called. The materials 



48 LIVE LANGUAGE LESSONS 

for these may be readily provided by each pupil him- 
self — small wood or cardboard boxes, a piece of white 
cloth, or paper and cord for the curtain, and cardboard 
for the scenery and the actors. The art work may be 
done with colored crayons. 




The creating of these little play houses and the staging 
of some fairy tale or other story play makes delightful 
seat work, to fill several days. 

A charming program consisting of stories, songs, and 
plays suggestive of fairy and fable and legend land, 
should grow out of these interesting exercises. 

Lesson 5. Fairy Wand Games 

Following the suggestions in the text drill on the 
troublesome forms, taken, saw, have seen, lying, and 
were, by playing the live language games there given. 

Review games on other forms, gave, sat, have, am not, 
and isn^t, may also be given here. See the games pre- 
.viously given on these forms. 



THIRD GRADE LANGUAGE 49 

Seat Work. A little fairy story in which some of these 
trouble-makers are rightly used may be given. For 
example the following exercise can be copied on the 
board: 

One day a little fairy left her wand on the grass. A 

mischievous elf it. He it and away. 

"Oh, who has my wand?" cried the fairy. 

"Have you it, butterfly?" she asked. 

"Yes," said the butterfly, "I — — a brownie take it and 
away." 

Let the pupils complete the little story in their own 
way, using saw, seen, have, gave, lying, took, ran, taken, 
run. 

PART TWO. VALENTINE FUN 

A briefer study, planned to provide a week of work, is 
given here as follows : 

For the Recitation For Seat Work 

Talking about St. Valentine Making valentines. 

and Valentine day fun. 
Writing valentine verse. Completing the letters. 

A postman game. 
Writing valentine letters. 

The purpose of the foregoing work is to lead the 
children to celebrate Valentine day in the proper spirit 
of friendship and wholesome play. 

The program is flexible; it may be readily increased 
according to the time that can be given to the work. 

The live language game, aimed at overcoming the 
"have got" habit, may be supplemented with other 
games. Develop the postoffice idea. To play the post- 



50 



LIVE LANGUAGE LESSONS 



office game, let a pupil be chosen to act as postmaster. 
Other pupils in turn may ask: ''Have you a letter for 
(naming themselves)?" The postmaster answers, ''No, 
I have nothing for you." Or ''Yes, I have a letter, " and 
hands it to the inquirer. Tongue-training exercises on 
other type trouble-makers may be given, also, if time 
permits. 

In letter writing, the pupils should be given finger 
practice on the letter forms on the use of capitals to begin 
names and sentences, and on the use of periods. Let 
them write the forms for various letters on the black- 
board or on paper, thus : 



Creston, Iowa, Feb. 14, 1921. 



Dear Grandma, 



Lovingly yours, 



Mary. 



PART THREE. STORIES FOR LITTLE AMERICANS 

Another brief study, planned to provide a week's 
work, is here offered. The purpose of this work is to 
cultivate the spirit of right-minded patriotism in the 
pupils. 



THIRD GRADE LANGUAGE 51 

Lesson i. Hetty Marvin 

In this true story of an honest little patriot is a real 
lesson in true Americanism. Let the pupils read the 
story. 

Using the questions following the story and other 
suggestions, lead the pupils to express themselves. After- 
wards they may play the story in an informal way. 

Seat Work. A study of other stories suggested in the 
text may be taken in preparation for the following day's 
story hour recitation. 

Lesson 2. An American Story Hour 

The pupils here may tell or perhaps play some of the 
stories they have heard or read. "Hetty Marvin" 
makes a charming little play. 

Seat Work. Fill the blanks in the story given of 
Washington and the Corporal. 

Lesson 3. Washington and the Corporal 

Let the pupils read the completed story. 

Seat Work. Each pupil may write one or more 
sentences expressive of his thoughts about our country. 
Such questions as the following may be given them: In 
what way can little boys and girls show that they are 
true Americans? 

Let each pupil draw a flag or other patriotic emblem to 
illustrate his own sentiment. 

A PATRIOTIC PROGRAM 

Growing out of the language, reading, and music 
lessons should come interesting programs to be given 



52 LIVE LANGUAGE LESSONS 

before pupils from other classes, or before their parents 
or the patrons. The following is a suggestive outHne 
for such a program : 

1. Opening song — "The Star-Spangled Banner." 

2. Sketch of life of Lincoln or Washington. 

3. Song composed by class to tune of "Yankee Doodle" 
or other popular air. 

4. Sentiments of little Americans. 

5. Play — "Hetty Marvin" or other patriotic story. 

6. Song — ''America" or other national air. 

GENERAL STUDY EIGHT— SPRINGTIME 
STORIES 

Springtime comes with a call for the great out-of- 
doors. The longing for nature — the hills, the meadows, 
the woods, the birds, the flowers, — finds expression even 
before winter ends, in a spirit of schoolroom restless- 
ness. This longing may be satisfied, in part at least, by 
lessons and activities in the school that express the spirit 
of spring. 

The following program, which correlates nature and 
language work closely in a series of exercises provides 
interesting work for three or four weeks: 

For the Recitation For Seat Work 

Reading the story of Perseph- Making a Persephone book- 
one, let including: 

Retelling and talking about Return of Persephone, 

the story. Flowers of spring. 

Planning to play the story. Birds of spring. 

Playing the story. Animals of spring. 



THIRD GRADE LANGUAGE 53 

Telling about plants. Writing stories of plants. 

Spring guessing game. Writing sentences using ''I." 

Make-believe bird stories. Bird-cage spelling game. 

The growing stor}^ Writing a bird story. 

Word-finding game. Learning a bird poem. 

Answering bird questions. Writing questions. 

Barnyard birds. Completing a bird rhyme. 

Review drills on troublesome word forms. 

Finger practice in using capitals and periods. 

The central purpose of the foregoing lessons is to 
cultivate an intelligent appreciation of nature, and to 
lead the pupils to grow plants and to love and to help 
protect our bird friends. 

Lesson i. The Story of Persephone 

This story may first be read by the teacher or by the 
teacher and pupils together for the enjoyment of the 
story. Following this the class may be led by question- 
ing to talk freely about the poem. Its significance should 
be made clear, the difificult expressions understood, and 
the names pronounced. For guidance see the glossary 
and questions following the story. 

Seat Work. A Persephone booklet may be begun. 
This may take any of several forms. Each pupil will 
desire to make a cover design with a picture suggestive 
of the spirit of spring. The booklet itself may be given 
to spring flowers, or spring birds, or animals of spring- 
time, the squirrel, the rabbit, and others, or it may 
include all these. 

Flowers may be pressed and stitched on to leaves, 
their names learned or written. Sentences telling about 



54 



LIVE LANGUAGE LESSONS 



them may also be written, or little verses composed. 
The following is suggestive of this type of work: 




The pansy always has a 
happy smile. I love its cheery 
face and its gay colors. 



Pictures of birds or animals may be drawn or clipped 
from magazines and pasted in the booklet with Little 
stories or verses about them. Several study periods will 
be necessary to complete the work. 

Meanwhile during the recitations the pupils may go 
on with talks about the coming of spring. Spend one or 
more lessons on the birds, one or more on the flowers, 
and others on the insects and animals of springtime. 
Plan also to play the story of Persephone, following the 
definite suggestions given in the book. Present the play 
that is created before other pupils and patrons. About 
ten recitations and study periods may well be filled with 
all of the work suggested in this general lesson on 
Persephone. 

Lesson 2. Stories of Plants 

Here is a practical study in which the Home Garden 
Cause may be helped along and good language work 
may result: 

I. Have an oral lesson in which the pupils are led to talk 
about plants they know best. 



THIRD GRADE LANGUAGE 55 

2. Let each write a story in the first person about some 
plant. 

3. Have a plant guessing game as directed. 

4. For Seat Work let the pupils write sentences about 
plants using the pronoun "I." For example: I grow about 
six inches tall. I have something good to eat on me. What 
plant am I? Watch for the right use of capitals, periods, and 
question marks. 

Lesson 3. A Springtime Party 

Read the sketch of the party, and the story of the 
robin. Lead the children to talk about bird experiences. 

Seat Work. Let each pupil draw a slip containing 
the name of a bird. Begin, in writing, a story of the bird 
and prepare to go on with the bird story. The vocabulary 
exercise given under Exercise 64 may be completed. 

Have a cooperative story of some bird in which each 
pupil in turn adds a sentence or paragraph to the grow- 
ing story. 

Lesson 4. A Poem Study 

This *' Bluebird Song" should be first enjoyed by 
having the pupils study and read it. The language 
purpose, however, should be kept foremost. Using the 
questions and suggestions in the text let the pupils be 
led to talk about the pictures the poem brings and to 
tell of their flower experiences. 

This, or some other bird poem; as, ''The Brown 
Thrush," or ''Rollicking Robin," may be memorized 
and recited. Here again language and literature are 
blended with nature. 



56 LIVE LANGUAGE LESSONS 

Lesson 5. My Favorite Bird 

A question and answer study is given here. The pupil 
answering the questions rightly will create a little 
composition. 

Watch that the capitals and periods are properly used. 

Seat Work. Let the pupils write several questions 
about birds; as, Where have you ever found a bird's 
nest? 

Lesson 6. Barnyard Birds 

Here is a practical lesson on poultry. Where the 
pupils have had no experiences like those called for by the 
questions, they may be led to talk about other birds, 
canaries, parrots, and other pets. Kindness in care of 
such birds should be cultivated. 

Seat Work. Use the drill given in the text on the 
proper use of were. This exercise should be followed 
with other drills to fix the use of this troublesome form. 
Questions and answers may be written; as,- I saw a 
flock of birds yesterday. What do you think they were 
doing? 

Were they flying? No, they were not flying. 

Were they eating? No, they were not eating. 

Were they chirping? No, they were not chirping. 

What were they doing? They were chasing a hawk. 

For Review. Let the pupils play various spring games 
about animals, birds, flowers, trees, and insects. Guess- 
ing games, ''What animal am I?" or ''What flower 
have I?" "What bird is it?" ''What insect did you see?" 
— and others wherein the proper use of am not, have, 



THIRD GRADE LANGUAGE 57 

isn't, saw and other troublesome forms is required, are 
easy to create and play. 

The drill just suggested gives practice not only on 
were, but on words hke singing, flying, chirping. Similar 
drills bringing in the words catch, get, can, just, should 
also be given. 

GENERAL STUDY NINE— PLAYS AND 
PLAYMATES 

PART ONE. SPRING SPORTS 

Good fun, good health, and good language work 

should result from this inviting study. The pupils' 
natural expression about their plays and games may be 
turned to the cultivation of a spirit of fair play and 
wholesome recreation. In the following flexible program 
may be found opportunity to make a series of rich 
lessons to fill three weeks or more with worth-while 
work: 

For the Recitation For Seat Work 

Playtime poems and songs. Making playtime booklets. 

Describing spring games. During study periods each 
Telling of play experiences. pupil may create a play- 

A playtime story. time booklet containing : 

Studying action words. Various games described. 

Hide-and-Seek poem. Stories of playtime by pupils. 

Playing language games. Pictures of plays and play- 
Finding words for story. mates (clipping "kodak 
Enjoying playtime booklets. shots," drawings). 

Review tongue and finger A joke page or more, 

training. Poems and songs of play. 

Cartoons. 



58 LIVE LANGUAGE LESSONS 

In making the booklet suggested, let the work be 
carried forward systematically. Each kind of work 
suggested should be given its time and place, but let the 
pupils also be encouraged in making original, clever 
booklets. 

The booklets may be enjoyed in class while they are 
being prepared, a recitation or more being given to them. 
Afterwards the booklets may be used for exhibition, then 
returned to their makers. 

Lesson i. The Swing 

This little poem by Stevenson offers a good stimulus 
for self-expression. Let it be read not in a *'sing song," 
but as a "swing song." Then, following the lead of the 
questions, let the pupils talk freely of their swing fun 
and of other sports. 

Following this exercise, other play poems from Steven- 
son, Riley, Field, and other writers for children may be 
enjoyed and talked about. The following poems from 
the authors named lend themselves to this work: *'The 
Wind," Stevenson; ''At Aunty's House," Riley; ^'The 
Delectable Ballad of the Waller Lot, " Field. 

Two or three recitations wherein reading and language 
are blended, may be given to this work. A song and poem 
recital on playtime may result. 

Seat Work. Follow the suggestions offered in the 
general outline on Making a Playtime Booklet. This 
booklet may contain : 

I. Cuttings or drawings suggesting various plays; as. 
Swinging, Jumping the Rope, Playing Hide-and-Seek. 



THIRD GRAD E LANGUAGE 59 

2. A little original story about some playtime incident, 
as, Building a Playhouse; Indian Fun; Playing Show; Learn- 
ing to Take Care. 

3. Jokes for playtime. Cartoons of the clean and clever 
sort may also be used. 

Each page within the book should deal with some- 
thing interesting about spring sports. Pupils can prob- 
ably prepare one page each day during the time given to 
this study. 

Lesson 2. A Game of Pomp 

The story given here should be enjoyed first, then the 
pupils should be led to tell of their playtime experiences 
suggested by the ''Pomp Story." Seat Work on the 
Booklet should be given. 

Lesson 3. A Study of Action Words 

Expand the suggestion at the bottom of page 132, 
(text), and the seat work exercise, page 133 (text), into 
a lively lesson on action words. This may be made 
dramatic by having each pupil perform some action, 
while the others find words to describe it. The spelling 
of the words may make another lesson. 

Lesson 4. One, Two, Three 

Here language and literature again are blended. 
Read the poem, and following the lead of the questions, 
talk about the pictures it suggests. 

Seat Work. Let pupils continue making the play- 
time booklet. 



6o LIVE LANGUAGE LESSONS 

Lesson 5. Playing Language Games 

Two recitation periods or more may be given to train- 
ing the pupils' tongues properly to use am not and are 
not. 

Writing of sentences to fix these forms will prove 
helpful. Watch here the use of capitals and periods also. 

Lesson 6. A Vocabulary Exercise 

The story ''Where Jack Hid," should first be com- 
pleted. Perhaps now every pupil can work out the story 
in full. When the story is completed, let it be read. 

A follow-up exercise may be the writing of original 
playtime stories by the pupils for their booklets. 

Lesson 7. Enjoying the Booklets 

One or two recitations may be given to hearing the 
results of the various pupils' work. 

Lesson 8. Review Drills for Tongue Training 

Drills for right resonance on such words as, running, 
skipping, playing, dancing, swinging. 

Drills for flexible jaw on just, can, get, catch, and other 
like words. 

Drills on have, am not, isn*t, taken, thrown, eaten, 
and other trouble-makers. 

Drills on the use of the period and the question mark 
to close sentences, and on capitals to begin sentences, on 
names, and on writing the pronoun I. 

In drilhng let each pupil make sentences and read 
aloud; as, 



TUIRD GRADE LANGUAGE 6i 

I can catch a rabbit. 

I can catch a squirrel. 

I can catch a mouse. 
Or, divide the class and let each of the pupils on one 
side ask questions, the other side in turn answer; as, 
Have you a knife? No, I haven't a knife. 
Have you seen a circus? Yes, I saw one last summer. 
Or, give rapid drills for enunciation by having pupils 
say quickly and accurately: 

just, can, get, catch. Work to overcome jaw laziness. 
ringing, swinging, bringing. Work for right resonance. 

PART TWO. ANIMAL PLWMATES 

A second study on animals, with emphasis on pets, is 
offered here. Choice animal story-books in which good 
stories may be found are also suggested. A blended 
language, literature and nature study, covering about 
three weeks' work, should result. The lessons may be 
turned to practical account by bringing out the care and 
value of our animal friends. 

Lesson i. Animals at Play 

The little story of ''Lambs at Play" is intended 
to stimulate the pupils to tell of their observation and 
experiences in watching animals. Read the story. Ask 
the questions following it and use other suggestions. A 
lively oral lesson should result. 

Seat Work. Each pupil may write a little story of his 
own, telling of the play of some pet or other animal he 
has watched. 



62 LIVE LANGUAGE LESSONS 



Lesson 2. Animal Actions 

A vocabulary lesson on action words is given here. To 
this, for Seat Work, may be added a spelling game using 
the list of words given. 

Request the pupils to bring to school for the following 
day pictures of animals. These pictures may be cHpped 
from papers or from magazines, or kodak pictures may 
be used 

Lesson 3. Picture Talks 

Using the pictures found in the language or in other 
texts, with those brought in by the pupils, have the 
children give picture talks, each telling what the picture 
suggests to him. 

Plan also to make an animal picture and story-book. 

Seat Work. Begin the creating of the Animal Picture 
and Story-Book. This may be done in various way. Each 
pupil may choose one animal, as the dog, the cat, the 
squirrel, the colt, the rabbit, the raccoon, the donkey, 
the calf, or any other animal he may know well, and 
make a story book about the animal; or he may take 
several different animals. 

Several study periods will be required to make the 
book. It should be worked out one page at a time. 
Each page should contain a sketch or story a paragraph 
in length telling about the animal. These various 
sketches illustrated, will make the book. A cover with 
appropriate design should be used. 

Lessons 4, 5, and 6, may be made into story hours in 
which choice animal tales are read or told. 



THIRD GRADE LANGUAGE 63 

For Lessons 7, 8, 9, and 10, let the pupils play again the 
Noah's Ark and Zoo Games found at the beginning of 
the book. Other language games, like The Fairy Wand 
may also be played. 

Review drills should also be given on words like 
jumping, kicking, running, galloping, also catch, can, 
get, just. 

For practice in the use of capitals and periods, use the 
exercise suggested on page 144, writing sentences about 
animals. 

Let pupils make a little story of several sentences 
about some animal; as, 

PUSSY 

My name is Snowball. I have soft, white fur. I have such bright 
eyes I can see in the dark. Sometimes I spy a little mouse stealing 
food. Then I creep up and jump. The mouse wishes he had not stolen 
the food. 

As a Final Exercise have a story-telling hour, perhaps 
for another class, in which the Httle booklets are used. 
Let the stories given be the ones created by the children. 



PART THREE. WATER SPORTS 

The streams, the ponds, the seashore now begin to 
call; vacation days are near. The children will be ready 
to recall pleasures they have had or pleasures they 
anticipate. Language lessons that blend with nature 
and with geography may be created in rich variety. 
The following program of lessons and reviews may be 
extended up to the closing days of school. 



64 LIVE LANGUAGE LESSONS 

Lesson i. Water Fun 

Following the lead of the questions given in the text 
make this an oral exercise in which the pupils share their 
little stories of fun with water. 

Seat Work. Writing answers to the questions given 
and asking other questions for practice in using question 
marks make a good exercise. 

Lesson 2. A True Fish Story 

After the pupils have talked about the little boy with 
his fish and given some of their own fish stories, they 
may complete the story. 

Lesson 3. A Fishing Game 

Two interesting games are given here. Let one 
recitation be given to each. 

Seat Work. First, make a fishing pond. Let the 
pupils have all the fish in their ponds whose names they 
can spell. 

Second, follow the suggestions under Seat Work, page 
151 (text), with reference to making sentences about 
fish. Watch that capitals and periods are used correctly. 

Lesson 4. Vacation Fun 

Make this an anticipation lesson in which the pupils 
are permitted to tell of the fun they hope to have during 
the vacation. 

Seat Work. Writing a little story about vacation 
may be followed as suggested in the book. 



THIRD GRADE LANGUAGE 65 

Lesson 5. The Music of Nature 
This blended language-literature lesson should be 

enjoyed just before the closing day of the course. 

The time that may be left between Lesson 4, just 

sketched, and the closing lesson can well be used in 

review. 

REVIEW EXERCISES 





Correct-Usage 


Games and Drills 




Twelve Trouble-makers 


I. 


Have. 


7. Did and done. 


2. 


Am not, isn't, aren't. 


8. Sit and sat. 


3- 


Doesn't. 


9. Ate and eaten. 


4. 


Was and were. 


10. Took and taken. 


5- 


Saw and seen. 


II. Threw and thrown. 


6. 


Can and may. 


12. In and into. 



Use the language games suggested in the text. Create 
others. Have questions and answers. Use the black- 
board frequently, having the pupils write the correct 
forms in sentences. 

Enunciation Exercise 

1. Singing, running, jumping, swinging — for right reso- 
nance. 

2. Just, can, get, catch — to overcome jaw laziness. 

Training the Fingers 
I. The use of capitals to begin sentences and names. 
Write the names of members of the class. Make a sentence 
about each. 
4 



66 LIVE LANGUAGE LESSONS 

2. The use of the period and the question mark in closing 
sentences. Let one part of the class write questions on the 
board. Others may write answers. 

3. Writing a real vacation- time letter to some cousin, 
aunt, uncle, grandparent, brother, sister, or friend. Make 
this a real exercise. Several study periods may be given to 
the work. Each pupil may write several letters and mail 
them if he desires to do so. 



FOURTH GRADE LANGUAGE 

Live Language Lessons — ^Book One, Part Two 

General Outline 

Two closely blended main lines of work are planned 
for this grade : 

I. Expression Studies II. Skill-Cultivating Exercises 
A series of general studies, grouped as follows, are 

provided : 

I. Fun in the Country 

Talks about country fun. Finding farm words. 

Writing stories of country Sentence studies, 
fun. Tongue-training drills. 

Author pictures of farm. 

2. Autumn Gifts 
Talks about harvest time. Finding autumn words. 

Writing about autumn gifts. Tongue-training drills. 
Nature study stories. Punctuation practice. 

3. Hallowe'en 

Talks about Hallowe'en. Word-changing game. 

Making Hallowe'en rhymes. Tongue-training drills 
Creating Hallowe'en play. Reviews. 

4. Home Helpers 
Talks about cooking. Tongue-training drills. 

Home-helper rhymes. Enunciation practice. 

Stories of pioneer homes. Reviews. 

67 



68 LIVE LANGUAGE LESSONS 

5. Christmastide 
Christmas stories. Learning letter forms. 

Christmas cards and letters. Using capitals properly. 
Making a calendar. Writing abbreviations. 

6. Snow Sports 

TelHng of wintry fun. Finding winter words. 

Writing winter stories. Writing quotations. 

Winter stories and poems. Learning contractions. 

7. Around the Fireside 
Enjoying poems. Tongue-training games. 

Telling of fireside fun. Finger practice in punctuat- 

Playing fireside games. ing and using capitals. 

8. Little Folk of Other Lands 

Talking of foreign children. Tongue- training reviews. 
Writing of foreign children. Other trouble-makers. 
Creating play on America. Punctuation practice. 

9. Spring Songs and Stories 

Enjoying spring songs. Finding springtime words. 

Stories of springtime. Making springtime play. 

10. General Review 

Language "matches." Tongue-training drills. 

Practice in punctuating. 

II. Maytime 
Talks on Maytime topics. Writing Mothers' Day let- 

Creating flower poems and a ters. 

flower play. 

Points for General Guidance 

The foregoing plan covers a full year's work. About 
three weeks should be given, in the season thereof, to 



FOURTH GRADE LANGUAGE 69 

each general study. In schools where pupils are pro- 
moted at mid-year, the work should begin with "Snow 
Sports/' or "Around the Fireside." 

Where necessary, as in shorter term schools, to cut 
down the work, the following exercises may best be 
omitted: 22, 23, 34, 44, 50, 55, 61, 69, 70, 80, 81, 91, 94, 
and 108. 

Formal Exercises for the Fourth Grade 

. In the following tables are found the troublesome 
forms on which lessons and drills are given systematically 
throughout the Fourth Grade. Other trouble-makers 
may be dealt with, as occasion demands, but these should 
receive special attention: 

I. Correct-Usage Tables 

Table i. Number Forms — is, are; was, were; has, 
have. 

Drill especially on such troublesome combinations as: 

We were home. Have the men gone? 

The boys are coming. You were out. 

The girls are there. Have the birds been killed? 

Were the boys home? Have the clouds gone? 

Are the children playing? Have the women come? 

Are the stores open? Were the girls home? 

Table 2. Principal Parts — Group One; throw, blow, 
know, grow, draw, fly, and their foims. 

Drill particularly on the past tense and the past 
participle in such combinations as: 



70 LIVE LANGUAGE LESSONS 

He threw the ball. He has thrown it over the 

fence. 
The wind blew hard. It has blown down many 

trees. 
I knew the boy. I have known him several 

years. 
Hasn't he grown tall? He grew rapidly last year. 

She drew a picture. She has drawn many. 

The birds flew into the barn. Most birds have flown South. 

Table 3. Principal Parts — Group Two; ring, sing, 
begin, spring, run, swim, with their parts. 

Special attention should be paid to the past tense 
and past participle in such sentences as : 
Has the bell rung? It rang at nine. 

Has the class sung? She sang the opening song. 

I began my work before Have you begun yours? 

noon. 
The deer sprang up. 

Table 4. Principal Parts — Group Three; see, do, go, 
come. 

These four verbs give much trouble. Drills should be 
aimed especially at overcoming the misuse of seen, done, 
come and went in such sentences as: 
I saw three robins. Has the boy gone home? 

He saw the circus. He came yesterday. 

He did his work. They came to-day. 

He did the lesson well. 

Table 5. Contractions; doesn*t, isn't, aren't, hasn't, 
haven't, am not. 

The drills here should be aimed at overcoming aint, 
haint, taint, It don't, and other like habits. 



FOURTH GRADE LANGUAGE 



71 



Use here questions and other sentences as: 
Doesn't he go to school? Hasn't he gone yet? 

Isn't the bluebird dainty? Haven't you seen them? 

Aren't you ready? I am not going. 

Guessing games are especially valuable in giving mo- 
tivated drills on these forms. 



just 
can 



three 
throw 



smging 
bringing 



white 
when 



give me 
let me 



II. Enunciation Exercises 

I. To overcome "jaw laziness" 

get for or and 



catch 



from 



nor 



was 



2. To overcome "tongue tightness" 

there this these them 

thing that those think 



3. To overcome "faulty resonance" 



swinging 
ringing 



talking 
walking 



reading 
writing 



4. To overcome "lip laziness" 

whip where whistle 

which when what 

. To overcome the "hurry habit" 

did you see them 



could you let them 

The foregoing exercises may readily be increased. 
Such drills as they offer may be correlated with phonics 
and reading, also with music. Work for right habits in 
using the vocal organs. 



72 LIVE LANGUAGE LESSON b 

III. Punctuation and Capitalization 

Pupils in the fourth grade have need to use few 
punctuation marks and few capital letters. They can 
write but little, and their sentences are usually very 
simple in construction. 

A reading knowledge of punctuation marks will 
naturally precede the ability to use the marks in com- 
position. 

The following is a nummary of the rules reviewed and 
new rules introduced in the fourth grade: 

Rules for Punctuation Rules for Capitalization 

Closing the sentence with a Beginning of sentences. 

period. Pronoun I. 

Use of the question mark. Own name, names of others. 

Period following abbrevia- Beginning lines of verse. 

tions. Days and months. 

Comma in series. Persons and places. 

Comma, direct address. Initial letters. 
Apostrophe in contractions. 

Pupils of this grade are also introduced to quotation 
marks. They should not be held too severely, however, 
to the use of these marks especially in complicated 
sentences. 

Simple letter forms also are given to follow up the 
work introduced in the third grade. 

GENERAL STUDY ONE— FUN IN THE 
COUNTRY 

For pupils both in country and in city, this study has 
a gripping interest. Every normal child likes fun in the 



FOURTH GRADE LANGUAGE 73 

country, and all are ready to share the stories of their 
lively experiences on the farm or in the great out-of- 
doors. Several worth-while results come from such a 
sharing of stories: 

1. Good language practice. 

2. The stimulating of interest in wholesome recreation. 

3. An opportunity for practical nature study. 

The program provided is intended to cover about 
three weeks' work. 

The tongue-training drills in enunciation and correct 
usage are focused on certain troublesome types, begin- 
ning with is, are ; was, were ; has, have. 

Reinforcing the lessons which explain the proper use 
of these forms, are ''drill tables" to cultivate the habit 
of using these forms correctly. 

Lesson i. Talking about Country Fun 

Several oral recitations may be given under this 
topic. After the opening sketch has been read by the 
pupils, they may be led to tell of their experiences during 
vacation. Following the lead of the stories they may 
relate, the lesson may be varied to suit the interests of 
children as follows: Fun with animals. Fishing stories, 
Camping, Taking trips, Playing in the parks or woods,. 
Along the seashore. Fun on the farm. 

Seat Work. Vacation-time booklets. In this work the 
pupils should be encouraged to exercise originality. The 
booklet may be filled with little stories, snap shots^ 
pictures clipped from magazines, postcard pictures, 
little poems, original or others. Several study periods, 
may well be filled with this interesting work. 



74 LIVE LANGUAGE LESSONS 

Lesson 2. Word Study 

In this vocabulary-building lesson, the pupils are 
given a beginning study in word appreciation. The 
study may be extended readily by having them make 
Hsts of words suggestive of the spirit of play; as, romp- 
ing, skipping, chasing. 

Seat Work. Use the vocabulary exercise, *' Finding 
Picturesque Words." 

Lesson 3. Finding the Author's Words 

Language and literature are blended here in a word- 
study game. When the sketches are completed, have 
them read. 

Seat Work. The pupils may find other brief farm 
pictures in verse and prose and copy them in their 
vacation booklets. 

Lesson 4. Sentence Studies 

In this exercise, the beginnings of sentence study are 
made. Extend the lesson by having the pupils find other 
statements, questions, and exclamatory sentences in 
other parts of the book. Several of each type of sentence 
may be copied. Have them watch for periods, question 
marks, and exclamation marks. 

Seat Work. Use the exercise on page 164 (text). 
Other exercises of a similar nature may be given for 
additional drill. 

Lesson 5. Words often Mispronounced 

Overcoming careless, slovenly habits in enunciation 
and pronunciation is an important language duty. It will 



FOURTH GRADE LANGUAGE 75 

be achieved not by drills alone but by creating the proper 
pride in pupils for clear, clean speech. 

Other words than those offered in this exercise may be 
added for the correction of other common errors in pro- 
nunciation. 

Seat Work. Let each pupil try to find ten or twenty 
other words commonly mispronounced. 

Lesson 6. Word Forms to Master : Correct Usage 

Grouped here for study are the forms is, are; was, 
were; has, have. Several clear illustrative exercises 
are given. Following these, drill sentences are given to 
drive home the rules. 

The unfailing application of these rules will be 
assured, however, only by continued well directed prac- 
tice on this first Correct-Usage Table page 69. Review 
exercises on this table are frequently given. 

Occasionally, as often as need requires, the drill on 
these troublesome forms should be repeated. In such 
drills, attention should always be directed towards the 
trouble spots. The training should be mainly on are, 
were and have, since these forms are neglected. For 
example, have sentences like the following given aloud 
clearly : 

We are going. We were there. 

You are going. The men were home. 

Are you going? The boys were home. 

The boys are coming. Have the men come? 

The men are coming. Have the boys gone? 

The girl is sweeping. Have the girls come? 



76 LIVE LANGUAGE LESSONS 

Were you there? Have the children gone? 

Were they there? Have the boys seen him? 

You were there. Have the men left? 

By means of frequent drills on tables such as these, 
the habit of hearing rightly and of speaking correctly may 
gradually be fixed. 

Seat Work. Make sentences, using correctly the 
various forms just given. Blank-filling exercises, and 
other drills in correct usage may be given; as, 

Where you going? What you doing? 

When they com- Who there? 

ing home? 

GENERAL STUDY TWO— AUTUMN GIFTS 

Language work and nature study, from a practical 
viewpoint, are here blended. The main purpose is to 
give pupils a training both in expression and in apprecia- 
tion. A series of lessons, directing the work of three or 
four weeks, is offered in the following program : 

Lesson i. The Spirit of Autumn 

This study, as worked out in full, with the little play 
that resulted from the work follows: 

First there was the discovery lesson, in which the 
pupils were led to tell of the season they liked best, and 
why. They talked of how these different seasons might 
be represented; and finally, the discussion being turned 
to autumn, as suggested in the text, the class was tact- 
fully led to picture this season as a Jolly King ready for 
his feast. 



FOURTH GRADE LANGUAGE 77 

The pupils were next stimulated to te'I of the different 
gifts that might be brought to the king, and each told 
which of all the gifts he liked the best and why. 

The suggestion was next brought out that a play 
representing "King Autumn's Feast" be created. It 
met with enthusiastx approval. The class selected 
those who were to represent King Autumn and Jack 
Frost. Each of the rest of the pupils was then per- 
mitted to select his own part. This closed the opening 
lesson. 

The second exercise was a development lesson. 
During this the pupils were g"ven an encouraging 
opportunity, each freely to work out his part. The 
pupils preferred to write out their own little descriptions 
of the various flowers, grains, vegetables, and fruits they 
had chosen to represent. 

The third lesson was another development lesson 
devoted to perfecting the parts. The little play was 
rehearsed, each pupil giving orally or reading his part. 
Suggestions for improvement were invited and given by 
the class; and the pupils, helped by these constructive 
criticisms, went to work to better their little composi- 
tions. These were finally written by each of the pupils 
on uniform sized paper, and appropriate art decorations 
were made also by each pupil to illustrate his part. 
These, gathered into a Httle booklet with an art cover 
made by the pupils, made up the little play. 

The final lesson was the presenting of this play before 
the patrons and pupils of other classes during an autimin 
program. Following is the play in full as it came from 
the pupils themselves : 



78 LIVE LANGUAGE LESSONS 



KING AUTUMN'S FEAST 

King Autumn: Jack Frost, come tell the flowers, fruits, and vege- 
tables that King Autumn is giving a great feast. 

Good flowers, fruits, and vegetables, I am giving this great feast in 
order to bring my old friends together for the last time this year. 

Good friends, what gifts do you bring me? 

Jack Frost: Your Majesty, I am Jack Frost. Probably you have 
heard of me before. Children say that they do not like me because I 
nip their toes and pinch their noses. But I make their eyes sparkle and 
their cheeks glow. They do not know that I work nights with my magic 
in bringing out the autumn glory. When I kiss the apples, they blush 
rosy red. I change the robes of the trees from green to red, yellow, and 
scarlet. I put the diamonds in the snow banks. In winter, I paint castles 
on the windows for boys and girls. After my work is done, I cover the 
earth with a soft white blanket. (Turning to his friends, he continues.) 

Come, come, good flowers, fruits, and vegetables, the King is giving 
a great feast ! 

Sunflower: Greeting to thee, O King of Autumn! Thy call has 
brought me here. Though I spring from the earth a simple sunflower I 
bring sunlight and glory to thy Festival. 

Chrysanthemum: Your Majesty, I am a yellow Chrysanthemum 
grown for your pleasure. I come to bring greeting, O King! I am one of 
the last flowers in the garden, and you must enjoy me, for it will be long 
before spring. 

Dahlias: Your Majesty, I am a big beautiful bunch of Dahlias. I 
make every one happy. I bloom here and there. Almost everywhere you 
will see my richest colors of red, yellow, white, and purple. I am some- 
times plucked to be put into vases to make some sick person happy, or 
even to make a home beautiful. Here I stand, O King, to do your 
bidding. Put me in a vase and set me on your table, and I will scatter 
sunshine all about you. 

Wheat: Your IVIajesty, I am Wheat. I am the staff of life. I feed 
the world. At first I am a little green blade peeping from the ground. 
Soon I am a swaying field of golden grain. When ripe I am cut and 
threshed. I am then taken to the mill to be made into flour. I travel all 
over the world. And here I am, O King, ready to serve you. 

Corn: Your Majesty, I am a stalk of Corn. I am a staff for you to 
lean on. I am known all over the world. You can can me. You can 
roast me. And you can have anything, O King, I am here to serve you. 

Apple: Your Majesty, I am a Jonathan Apple. I was grown in an 
orchard. I was ripe a few days ago and the farmer put me in a bin, I 
had trouble to get here, but now that I am here make good use of me. 
You can bake me or make me into an apple pie, an apple dumpling, or 
you can eat me as I am. 



FOURTH GRADE LANGUAGE 79 



Pumpkin: 



O MIGHTY KING 

I'm a great big yellow Pumpkin, 

I'm as good as I can be, /•. 

If you don't believe me 

Bake me in a pie and see. 

My home is yonder cornfield. .. 

Midst the stately, waving corn '• ' . •:• '^ 

Isn't that a lovely place for " . -:■• 

A pumpkin to be born? ■ _ ^ 

I'm a jolly fellow '- 

When it comes to Hallowe'en. 
I'm the finest Jack-o'-lantern 
That ever has been seen. 

When the night is dark 

I have the mostest fun, 

For all those that see me 

Just throw up their hands and run. 

Cantaloupe: Your Majesty, I am a delicious Cantaloupe. I am 
yellow to the rind. You will like me I know, O King! Here I stand 
ready to please your royal taste. You may have me made into fancy 
things, or eat me just as I am with salt and pepper. In fact I am good 
almost any way. Here I stand ready to serve you as you please. 

Watermelon: Your Majesty, I am a Watermelon. See my beautiful 
green rind. Is it not beautiful? I have something still more beautiful. 
Cut me open and see. You will find something most delicious. I know 
you will like me. Taste me and see. I am so delicious you will want all 
you can get of me, O King! 

Squash: Your Majesty, I am a nice ripe Squash, ready to serve you. 
I guess you hke me in many different ways. Maybe in a pie or maybe 
baked with salt and butter. At first I lay in the field, a brownish gold. 
Then I was brought in and cleaned and put into the oven. And now 
here I am before you. 

Potato: Your Majesty, I am a Potato. I am white on the inside and 
brown on the outside. You can serve me in many ways. You can 
French fr>^ me or you can make me into creamed potato. 

Sweet Potato: Your Majesty, I am a Sweet Potato. You may cook 
me in several ways. I am best when baked, but I may be boiled or fried. 
I grow under the ground. I have a great number of eyes. From each 
eye will come a new plant. 



8o LIVE LANGUAGE LESSONS 

Observe that the exercise was characterized by the 
following essential elements of a truly democratic 
language lesson. 

1. The general subject connected closely with the pupils' 
lives. 

2. It offered opportunity for every pupil both to give and 
to gain. 

3. The work was constructive and creative. 

4. It was given a natural and impelHng motive. 

5. There was continuity of effort to accomplish a worthy 
result for the common cause. 

Lesson 2. Sowing the Seeds 

Several different lessons are given here, each with the 
central thought of stimulating observation and expression 
about mother nature's way of sowing the seeds. 

1. Read the Parable of the Sower. Lead the pupils 
to ask such questions as the following: What happens 
to seeds that fall on stony ground? To those that fall 
among weeds? To those that fall by the roadside? 
When do seeds grow best? 

When the pupils have answered such questions, per- 
haps they may be led to tell something of the meaning of 
the parable. 

2. Autumn Airships. Pupils here are given a chance 
to tell of their observations in watching seeds in autumn. 
Interest in this lesson may be increased greatly by having 
a collection of seeds that fly; as, the milkweed seed, 
thistle seed, lettuce seed, cat-tail seed, and others. 
Encourage the pupils to talk freely about these little 
airships and their travels. 



FOURTH GRADE LANGUAGE 8i 

3. Other Seed Travelers. This lesson is a natural 
outgrowth of the preceding one. It should be prepared 
for by having a collection of seeds made. 

Seat Work. Following each of the preceding exercises, 
the class may be allowed to make a seed collection and 
miount it on cardboard or arrange it properly labeled in 
cardboard boxes, under such titles as, Seed Airships, 
Seed Boats, Seeds that Steal Rides, Seeds that Pay 
Their Way. 

Lesson 3. A Tale of a Traveler 

Vocabulary work blended with an imaginary story is 
given here. After filling the blanks with fitting words, 
the pupils may read the story. 

Seat Work. Another imaginary story following the 
titles given in Exercise 21 may be written. When com- 
pleted, these tales may be read during other recitations. 

Lesson 4. Author Study 

Literature is here correlated with language. The little 
tale of "The Pea Blossom" should first be read, and the 
pupils, guided by such questions as follow, should be 
given the opportunity to express themselves. 

Seat Work. Follow the suggestions in questions fcur 
and five, page 179 (text). 

Lesson 5. Autumn Leaves 

Two dehghtful lessons come under this general title. 
First, a favorite Kttle poem to enjoy; second, a study of 
autum.n-time words. These studies may be blended, the 
poem being used for the recitation, and the word study 
for seat work. 



82 LIVE LANGUAGE LESSONS 

Lesson 6. Correct-Usage Table 2, p. 69 

Several troublesome verbs alike in their principal 
parts, are here studied. After these are studied and the 
proper use of the various forms made clear, tongue-train- 
ing drills on such sentences as those given in the text, 
and others hke them, may be had. 

Focus the drill first on threw, blew, knew, grew, drew, 
and flew, then on has thrown, has blown, has known, 
has grown, has drawn, has flown. 

Lesson 7. The Comma in Series 

This easiest of the comma rules is given first. Fourth 
grade children should have little difficulty in under- 
standing the rule. Their fingers, however, will need 
much practice before they will apply the rule. Have 
them compose sentences to write on the board; as, The 
wind blew down trees, windmills, houses, and barns. 

Let each find one or more such sentences in other 
lessons In their text or other books. 

Have dictation exercises using such sentences. 

Lesson 8. Reviews 
Helpful exercises for punctuation practice and a care- 
fully chosen list of sentences for review drill on Correct- 
Usage Table i, p. 69, is, are, was, were, are given here. 
The sentences may be increased by others found or made 
by the pupils or teacher. 

GENERAL STUDY THREE— HALLOWE EN 

Opportunity is given first to make a blended study of 
language and literature; second, to direct pupils towards 



FOURTH GRADE LANGUAGE 83^ 

celebrating the holiday joyously, yet in a safe and sane 
way. 

About three weeks' time may well be spent in working 
out the program of lessons provided in the text as 
follows : 

Lesson i. Enjoying Hallowe'en Poems and Stories 

A stanza from Whittier's poem, ''The Pumpkin," is 
used to begin this study. Stimulated by the suggestions 
of pumpkin fun and of " Cinderella," the pupils should be 
ready to talk freely, to retell the story of Cinderella, and 
perhaps the stories of other fairy tales suggestive of the 
spirit of the hohday. Their expression, tactfully guided, 
will give good oral practice and create the right atmos- 
phere for the studies to follow. 

Seat Work. Memorize the stanza given, or draw or 
cut illustrations for the Cinderella story. 

Lesson 2. Talking about Hallowe'en Fun 

Following the suggestions in the text, lead the pupils 
freely to talk of their ways of celebrating the hohday, 
especially to tell of their fun with the Jack-o'-Lantern. 

Seat Work. The imaginary tale of ''The Adventures 
of Mr. Jack-o'-Pumpkin " should be completed. A Httle 
guidance in fihing the blanks may be necessary, but 
pupils here should be allowed freedom within reason. 

Lesson 3. Enjoying the Stories 
A language-reading lesson may here be made by 
having the pupils read their Httle tales. Reading one's 
own composition makes good language and reading 
practice. 



84 LIVE LANGUAGE LESSONS 

Seat Work. Study the sketch, ^'How Hallowe'en 
Came to Be." If possible, find in other books, maga- 
zines, and papers further information about this strange 
holiday. Prepare to talk about it in the succeeding 
recitation. 

Lesson 4. Planning a Hallowe'en Program 

Following the suggestions in Exercise 32, let the pupils, 
tactfully guided, be allowed to work out a program for 
Hallowe'en. 

Seat Work. Create a Hallowe'en story, as suggested. 

Lesson 5. Hallowe'en Rhymes 
This lively little exercise generally brings rich results. 
Pupils will find little trouble in completing the rhymes. 
Some pupils may make clever ones all their own. The 
following is a result from this exercise : 

One moonlit night a wee little elf 

Sat on a toadstool fanning himself. 

Some gay little brownies came tripping along, 

With bright lighted lanterns and gay, merry song. 

"Oh look!" said one brownie, "let's go over there, 
And give the wee elf an awml scare." 
So up crept the brownies with lanterns, all bright 
When down jumped the elf and was soon out of sight. 

—Will J ex. 

Seat Work. The finding of rhyming words and the 
creating of jingles make a charming exercise. 

Lesson 6. Poem Studies 
To the group of poems given, others from the readers 
may be added. Lead the pupils to talk freely about the 
Doems. 



FOURTH GRA DE LANGUAGE 85 

Seat Work. Study the beginning of the Hallowe'en 
Play, and be ready with suggestions for completing it. 

Lessons 7 to 10 

These lessons may be devoted to working out, practic- 
ing, and presenting the little play. The creating of the 
play should be done as a class exercise. Pupils should be 
given opportunity to suggest plans and parts. All 
should be permitted to take some part in the play even 
though it be but a small one. 

Seat Work. During this time the pupils, if it can so 
be arranged, may work out the staging and costuming 
of their little play. Committees of the class may be 
appointed for this purpose. 

If this plan is not practicable, they may write out the 
little play. Good speUing drill, punctuation, capitaliza- 
tion, and sentence building are required in this exercise. 
Not more than one scene or act should be attempted at a 
time during one study period. 

Lesson II. Vocabulary Building 

In the exercise, ''Words for Hallowe'en," a new kind 
of word-finding lesson is offered. Let the pupils, during 
the recitation, take a few of the sentences and work them 
out as suggested. Lead them to see the effect of the 
changes. 

Seat Work. Let each one continue the exercise by find- 
ing words for himself. 

Lesson 12. Correct-Usage Table 3, p. 70 
A drill on the group of verbs — rang, sang, sprang. 



86 LIVE LANGUAGE LESSONS 

began, drank, sank, and others like them is given here, 
with the other forms, has rung, has sung, and so on. 

The practice should mainly be on the "a" forms, since 
these are most commonly misused. Let the drill be made 
snappy and lively. Vary it by having the pupils make 
sentences of their own, or by having them find and read 
other sentences in which these trouble-makers are proper- 
ly used. 

Seat Work. Fill the blanks given. Compose other 
sentences using these forms or find other sentences like 
them. 

Lesson 13. Tongue Training 

A drill on type trouble-makers in enunciation is here 
given. The aim is to help the pupils speak these and 
other words ''trippingly on the tongue," and to sound 
them properly. Have a happy, lively drill to train the 
pupils' tongues, jaws, and lips away from lazy habits and 
to cultivate the habit of throwing the tone forward by 
practicing words ending in '^ing." See suggestions on 
page 71, Enunciation Exercises. 

Lesson 14. Correct-Usage Table 4, p. 70 

Table 4 deals with saw, seen; did, done; came, come; 
and went, gone. Only saw and seen are given here. 
The other forms are all given later in this grade. They 
may be given attention here also if desired. The definite 
effort to rid the pupils' tongues of ''I seen it," "He done 
it," "He has went," and "He come yesterday" can not 
be made too soon. For further suggestions see page 99. 



FOURTH GRADE LANGUAGE 



Seat Work. Compose or find sentences in which these 
forms are correctly used. 

Lesson 15. Review Drill on Correct Usage 
Table i — is, are; was, were; has, have. See page 69. 

GENERAL STUDY FOUR— HOME HELPERS 

Here is a practical study, giving good language 
training, and turning that training to good account in 
cultivating a spirit of home helpfulness, thrift habits in 
the home, and an appreciation of our pioneer home- 
makers. Opportunity for many such necessary lessons 
will be found in the following program planned to provide 
about three weeks of work. 

Lesson i. Talks about Cooking 

This study is approached in the play spirit through a 
stanza from Riley's poem, ''Our Hired Girl." Let the 
teacher read the stanza or the whole poem expressively. 
Then, following the questions and suggestions in the 
sketch about ''Learning to Cook," stimulate a good oral 
lesson. 

Seat Work. The pupils may have a spelling game by 
drawing a kitchen or a cupboard and filling it with words 
naming various foods and utensils needed by the cook. 

Lesson 2. Telling about Play Dinners 

This is another oral exercise in which the pupils may 

share their "play dinner" and "playhouse" fun and at 

the same time get good language practice. To stimulate 

such expression ask questions; as, Where have you ever 



88 LIVE LANGUAGE LESSONS 



built a playhouse? Tell how you made it. Tdl of some 
dinner you may have had in it. Who came to visit you? 
What had you to eat? 

Seat Work. Follow the suggestions in Exercise 41. 

Lesson 3. Helping Hands 

Let the pupils read this poem and talk freely about it. 

Seat Work. Follow the last suggestion under question 
6, Exercise 42. Write three reasons 7/hy every child 
should be a home helper. Let these be read the follow- 
ing day. The best five should be selected by the class to 
be made into a little motto for the 100m. The poem 
should be memorized. 

Lesson 4. Thrift 

Here is a thrift lesson. The emphasis of the talk may 
well be turned to money saving and m_oney earning: 
(i) by home helpfulness; (2) by care of food and clothing; 
(3) by earning money o 

Seat Work. Make thrift posters. Choose the best 
three for the classroom walls. 

Work into some art design such sayings as, 

A penny saved is a penny earned. 
A dime a day keeps want away. 
Thrift is a habit: get the habit. 
Waste not: want not. 

Lesson 5. Making Home Rhymes 
Another exercise in rhyme making, is given for the 
sake of variety. Some clever httle jingles should result. 
The following is the work of a fourth grade pupil from 
this exercise. 



FOURTH GRADE LANGUAGE 89 

HELPING HANDS 

When mother goes away 
For about a half a day. 
She leaves me all alone 
To answer the phone. 

I do all the work 

And never shirk. 

When the door bell rings 

I take what the mail man brings. 

I scrub the floor 
And polish the door 
When mother goes away 
For about a half a day. 

— Harold Cummings. 

Seat Work may be the following up of this rhyming 
exercise. 

Lesson 6. Pioneer Foods and Cooking 

This study opens a wealth of beautiful work. Every 
pupil will have parents, grandparents, or other friends 
who can tell first-hand stories of these pioneer times. 
The stories thus gathered will make a pleasant story- 
hour or two and will also cultivate in the pupil an appre- 
ciation of the pioneers, the first lesson in patriotism. 

Seat Work. Make a pioneer booklet to be presented to 
the school library. Let each pupil contribute to the book- 
let one or more choice httle stories of pioneer life. The 
stories should be illustrated with drawings, or with kodak 
and other pictures of pioneer homes and pioneer life. 

GENERAL STUDY FIVE— CHRISTMASTIDE 

Two things in one are achieved by the proper teach- 
ing of this study. The right spirit towards Christmas 



go LIVE LANGUAGE LESSONS 

will be created, and excellent motivation for language 
lessons will come from the expression of that spirit. 

In the following varied program of stories, songs, and 
language exercises, will be found lessons enough to fill 
the time between Thanksgiving and Christmas. 

Lesson i. The First Christmas Story 

St. Luke's story of the Christ Child belongs to all 
children. Let them hear it first voiced expressively, not 
affectedly, by the teacher. Afterwards they may read it 
aloud. Perhaps, through listening to the music of its 
words, they will memorize it. 

An oral lesson should follow in which the pupils are 
led to talk about the story of the shepherds, to appreciate 
the picture of ''The Visit of the Shepherds," and to tell 
or hear the story of "The Wise Men." To stimulate such 
expression ask such questions as. How came the parents 
of Jesus to be in the stable when he was born? How did 
the shepherds learn of the birth of the babe? What 
beautiful picture comes to your mind as you read the 
story? What other picture than the one given in the 
text have you seen of the Christ Child and his mother? 

Seat Work. Write about ''The Christ Child." 

A Kttle composition of perhaps a paragraph or two 
may be produced here. Some illustrations of the story 
in drawings or pictures will add to the interest. 

Two periods may be given to this work, if necessary. 

Lesson 2. Christmas Poetry 

Pupils may here have a delightful recital of poems 
and songs and stories of Christmas time. First have 



FOURTH GRADE LANGUAGE 91 

them read the poems in the book, asking questions to 
bring out the main thought in each. Then plan a program 
for the next day in which not only these but others sug- 
gested in Exercise 51 are read. Also let the pupils enjoy 
again the poems suggested for the third grade on pages 
61-65 (text). Choice poems should be re-read, just as 
songs are re-sung, whenever occasion calls for them. 

Seat Work. The pupils may spend the time in pre- 
paring the various parts assigned for the program. Each 
child should be given a part, even if it must be a small 
one. 

Lesson 3. Sharing Christmas Pleasures 

In this oral exercise, follow the lead of the questions 
in the text. When the pupils have been stimulated to 
express themselves, guide their expression till the object 
of the lesson is achieved. 

Seat Work. ]\Iemorize the stanza ''Holiday Gifts." 

Lesson 4. Christmas Remembrances 
A good oral lesson may be had here by leading the 
pupils to talk about the plan suggested and of those to be 
remembered. 

Seat Work. Write the letters suggested. Let the 
pupils follow the guidance given in the text. This letter 
writing will take care of itself once the pupil feels the 
reality of the exercise. Only a little help in directing his 
expression and in making sure of the form, will be 
necessary. 

Two and three recitations and study periods will be 
needed to finish the work and to give the training sug- 
gested in Part II of Exercise 54. 



92 LIVE LANGUAGE LESSONS 

Lesson 5. Christmas Cards 

Language and art are blended here. Follow the 
directions as given. Both the recitation and the study 
period will be required for perhaps two da3^s to com- 
plete this work. 

Following is a little letter in rhyme that came out c f 
this work. 

DEAR MOTHER 

Christmas comes but once a year. 
May it bring you happiness and cheer! 
May Santa fill your stocking with health, 
And also give you your share of wealth! 

I will always do what is right, 

And help you with all my might. 

For you may a banner of peace and joy unfurl, 

Is the loving wish of your little girl. 

— Alice Sheets. 

Lesson 6. Rules for Using Capitals 

Some of the simpler rules governing the use of capitals 
are given here with exercises to fix the rules in the fingers. 
Two or more recitations and study periods should be 
given to the working out of this lesson. Use the exercise 
in the book as planned. Next have a memory exercise 
in which the pupils first learn, then write from memory 
some bit of choice verse on Christmas time. 

Seat Work. Follow the suggestions in Exercise 57 
under 4 and 5. 

Lesson 7. New Year's Greetings 

This study may be taken before the holidays, if time 
permits, or it may follow them. 

The making of calendars, as suggested, brings art and 



FOURTH GRADE LANGUAGE 93 

language together in a series of delightful exercises that 
may well fill several periods. 

Lesson 8. Abbreviations 

Training for the fingers to use capitals and periods 
properly, and a good spelling exercise, are given in a 
lesson which grows naturally out of the calendar work. 
Spell here the names of the months and the days of the 
week, with their abbreviations. 

Seat Work. Follow the seat work suggested at the 
close of Exercise 59. 

Lesson 9. Days of the Week 

This study may be vitalized, as suggested, by telling 
how the days got their names. Opportunity is also 
provided for a story hour on "Old Norse Tales" by fol- 
lowing the suggestions in Exercise 61. 

Lesson 10. Reviews 

Correct-Usage Tables i, 2, 3, and part of 4, pages 
69, 70 are given here again for oral drill. 

Seat Work. The pupils may copy and punctuate the 
sentences in Part II of the exercise. Other hke sentences 
may be added, if necessary. 

GENERAL STUDY SIX— SNOW SPORTS 

Here is another recreational study with a clear pur- 
pose of stimulating wholesome winter fun and health. 
About three weeks may be given to the working out of 
this general study. 



94 LIVE LANGUAGE LESSONS 

Lesson i. Sharing Our Winter Fun 
The pupils should be led, not driven, to tell of their 

winter fun, by following the questions and suggestions 

found in the book, or others like them. Get the best 

stories they have to give. 

Seat Work. All will enjoy completing the little story 

*' Bumping the Bumps." 

Lesson 2. A Book of Winter Stories 

After reading the completed story, "Bumping the 
Bumps," let the pupils plan a winter- time booklet to be 
created by the class, or separate booklets by each pupil. 

Seat Work. Write a winter-time story. During the 
succeeding recitation and study period the stories may 
be read and afterwards put into finished form with 
illustrations. The following uncorrected stories come 
from pupils who worked out this exercise. 

A SNOW HOUSE 

One day when we were out with papa cleaning walks, I said, "Let's 
make a snow house." We got big blocks of snow and piled them on top 
of each other. When it was finished we played in it a long time. Theri 
mamma called us to supper. When we had finished our supper, we went 
to look at it again. It was all broken down. We saw a boy run away too. 
I never built it up again after that. 

— Martha Wernham. 

THE RACE THROUGH THE SNOW 

While we were eating breakfast one morning on the farm we saw a 
race between a jack rabbit and a coyote^ The jack rabbit was a big one 
almost white, with long legs. Oh how he did run and jump! The coyote 
was hungry. He wanted his breakfast and there was nothing to eat but 
that rabbit. Oh ho w hard he ran ! Up and down the hills, over the sage- 
brush and through the snow. After a while it looked as if the coyote was 
losing. Then they got out of sight and for all I know may be they are 
running yet. 

— Elsa Hendrickson. 



FOURTH GRADE LANGUAGE 95 

Lesson 3. Conversation in Stories 

Direct quotations are used mainly in story telling. 
Their use there is to give life and reality to the tale. In 
teaching quotations, let this point be brought out clearly 
and kept clear. 

Seat Work. The work suggested in Exercise 67 will 
proxdde enough to fill two or more study periods. In- 
crease the drill work if necessary. 

Review here the rules already given for the use of 
periods, commas, questions, and exclamation marks. 

Lesson 4. Words That Take the Place of "Said" 

A blended study of quotations and vocabulary work 
is given. After the exercise in the text has been studied, 
let the pupils turn to various stories in the language 
books or readers and find how authors use various 
expressions in place of said. This last suggestion may be 
worked out for seat work during the study period. 

Lesson 5. Snow Stories to Read 

Language and literature are blended here. Other 
winter- time stories may be added to the list. After the 
stories have been read, let them be told or played. 

Lesson 6. The First Snowfall 

Another language-literature study, which may be 
enriched by adding other poems that reflect the spirit of 
winter, is given here, i^'ollow^ing the study of the poems 
as suggested by the questions following the poem in 
Exercise 70, the pupils may give a little recital of these 
poems. 



96 LIVE LANGUAGE LE SSONS 

Lesson 7. Contractions 

Under this general head come : 

1. A study in spelling contractions. 

2. The real use of contractions explained. 

3. Troublesome contractions. 

4. A drill exercise on the ''Mischief-Makers." 

A week or more of worth-while work can be given to 
learning the correct use of these commonly misused 
forms. Especially should attention be directed through 
positive tongue training to the mastery of Correct-Usage 
Table 5 : isn't, aren't, doesn't, hasn't, haven't, am not, 
tisn't. 

Lively drills and language games will be most valuable 
here. Exercise 74 suggests the spirit in which these 
trouble-makers may best be overcome. 

GENERAL STUDY SEVEN— AROUND THE 
FIRESIDE 

Home recreation is the best recreation. To cultivate 
the spirit that makes pupils love their homes, we must 
help them to find their pleasures there. This language 
study opens the way for such most needed lessons. 

An interesting program for two weeks of work is 
provided as follows : 

First Week 
For the Recitation For Seat Work 

Enjoying fireside poems. Memorizing a poem. 

Talking about fireside fun. Finding games to play. 

Playing in-door games. Making a game book. 

Language-guessing games. Continuing the game book. 

More language games. Completing the game book. 



FOURTH GRADE LANGUAGE 97 

Second Week 

The growing story. Finding charade words. 

Playing charades. Reading stories to telL 

A story hour. Reading stories to tell. 

A second story hour. Writing a fable. 

Reading the fables. Review punctuation practice. 

If time permits, the foregoing program may easily be 
expanded to fill three weeks very profitably by carrying 
out the following program : 

Have the pupils write some fable or other good short 
story. 

Correct the papers carefully, copying on separate slips 
of paper: 

1. The spelling mistakes. 

2. The errors in grammar. 

3. Expressions containing misused words. 

4. Several sentences showing faulty structure; as, those 
containing too many "ands." 

5. Mispunctuated sentences; as, those showing the mis- 
use of quotation marks. 

On each of the foregoing type faults plan a lesson. 
One day may be given to spelling drill, another to correct 
usage, another to vocabulary work, another to sentence 
building, and another to punctuation. 

In looking for the faults in the stories, do not overlook 
the well constructed sentences, the well chosen words, 
and those papers free from errors in spelling, grammar 
and punctuation. 



98 LIVE LANGUAGE LESSONS 

GENERAL STUDY EIGHT— LITTLE FOLK OF 
OTHER LANDS 

A Patriotic Study 

''Have you ever stopped to think that our own coun- 
try is the home of people from almost every land under 
the sun? 

''There must be some good reason why so many 
different peoples have come to America to make their 
homes. Some of them came, no doubt, with the thought 
of getting rich, but many came for a better reason. 
What was it? 

"What is America often called? What privileges does 
it offer to the poor and oppressed? " 

The foregoing vital suggestions found in Exercises 85 
and 86, were written before the World War. They have 
even deeper meaning for us since that terrible conflict. 
In these lessons is a golden opportunity which every 
truly American teacher will gladly turn to good account 
in leading her pupils to express thoughts that make for 
a pure and practical patriotism. 

The lesson should be made vital by being connected 
with the everyday lives of the children. Are they true 
Americans? They will prove it, not merely by saluting 
the flag and singing patriotic songs, but also by talking 
about and doing definite Httle American duties that 
come to them every day. The lesson should lead the 
pupils to see such duties and give them a desire to per- 
form them. 

In this study language is correlated with geography, 
history, and civics. The study naturally fallp into the 



FOURTH GRADE LANGUAGE 99 

February work, when the spirit of patriotism is upper- 
most. About three weeks may well be given to the 
working out of the following series of rich lessons: 

For the Recitation For Seat Work 
Oral lesson on Httle folk of Reading books suggested in 

other lands. Exercise 8$. 

Report on reading. Writing about foreign chil- 

Talks on our country. dren. 

Songs of America. Writing names of peoples. 

Planning patriotic play. Memorizing patriotic song. 

Presentation of the play. Writing the parts. 

Drill on Correct-Usage Table 4. Use these forms 
correctly: went, gone. Fill the blanks with the right 
form of see, do, come, go. 

Have you the soldiers marching? 

Have you. your duty? 

Did you when your country called? 

Where have the soldiers ? 

Answer the questions using the right forms of the verbs given. Make 
other questions using the verbs and answer them. 

Review drill on Correct-Usage Table 3. Use these 
forms correctly. 

Lesson on the Comma and Capitals. Review the rules. 

This practice should be blended with the composition 
work. Correct the stories written by the pupils on "For- 
eign Children." Copy from these stories sentences that 
need attention; have the sentences written on the board 
and punctuated properly. 

The following compositions on the general subject 
'' Foreign Children" were created by fourth grade pupils 
in working out Exercise 84. 



TOO LIVE LANGUAGE LESSONS 



A STORY OF A LITTLE CHINESE BOY 

One day my sister had to take care of a little Chinese boy. 

We have a magpie, and he said, "Me play with the Magie cause me 
have one at home." 

After dinner my brother took him out in the front yard and he said, 
"Shall me show you my tricks? " And my brother said, "Yes." 

And he turned somersaults and did so many funny things. 

At dinner we had peas and my father was taking some peas and the 
boy said, "Leave some for me." 

We all laughed and he said, "You don't need to laugh at me." 

AN ESKIMO BOY 
I am an Eskimo. We live in the North. We have houses made of 
snow and ice. My father and I go out to get seals about every week. 
First we take a large fish hook and tie a rope on the fish hook. Then we 
find a place where the seals live and put the end of the hook down through 
the ice and the seals get the hook in their mouths and we pull them up. 
We wear animal skins. 

In creating a little play on "America — The Land of 
All Nations," (Exercise 85) a certain class selected one 
of their number as Uncle Sam, and another as Aunt 
Columbia. 

The verse of the little song they created ran thus : 

Hurrah for Uncle Sammy 
And Aunt Columbia, too; 
And for Our America — 
And the red, white, and blue. 

Each pupil chose to represent a little foreign child, 
and made a verse of his own about the character he 
represented. 

GENERAL STUDY NINE— SPRING IN SONG 
AND STORY 

The spirit of spring, full of sunshine and flowers and 
bird songs and brook songs, has found expression in 
numberless poems and stories. Folklore is full of fanciful 



FOURTH GRADE LANGUAGE loi 

tales that picture springtime as a delightful goddess or 
fairy. To retell and play these tales, to sing the sweet 
songs of spring, and to talk of the season is to have a 
blended language, literature, and nature study. 

The following program provided to guide this study 
may well be extended to fill a month of worth-while 
work. 

Lesson i. Poems of Springtime 

This should be enriched with other poems: *' Rollick- 
ing Robin," ''The Brown Thrush," "The Bluebird," 
(See First Book, Part I, Exercise 65) *' Robin's Secret," 
and other bird poems may be used here. ''The Wind in 
a Frolic," "The Night Wind," "The Wind and the 
Swing," with other songs of the wind, suited to this 
grade, will also serve well. Rain poems, such as "It 
Isn't Raining Rain to Me/' may also be used. 

Seat Work. Memorize some bird poem or a stanza 
from a poem you like. 

Lesson 2. Messengers of Spring 

A vocabulary-building exercise blending with the 
spring spirit is here given. 

Seat Work. During two or more periods the pupils 
may learn to spell the names of the common birds, 
flowers, insects, and animals connected with the coming 
of spring. A flower collection may be begun at this 
point if desired, by gathering, pressing, mounting, and 
labeling various spring flowers. 



I02 LIVE LANGUAGE LESSONS 

Lesson 3. An Old Tale of Springtime 

After enjoying and playing this beautiful Indian 
myth of springtime, the pupils may read and tell or play 
any of the others suggested. 

Seat Work. Continue the flower collection, or, if 
preferred, draw illustrations for one of the spring stories. 

A week or more may be given to this work of story 
telling and dramatization. 

Lesson 4. Growing Gardens 

The study here takes a practical turn. Window gar- 
dens or home gardens or school gardens, as the situation 
demands, may be used in carrying this project forward. 

Have an oral lesson in which the garden plan is dis- 
cussed; then let each pupil, or the class, carry out what- 
ever practicable plan is made. 

Seat Work. Follow the suggestions given in Exercises 
97 and 98. 

GENERAL STUDY TEN— GENERAL REVIEW 

Some time in April, right after the time usually 
given for spring vacation, the roundup reviews in Correct 
Usage, Enunciation, Punctuation, and Letter Forms, and 
other mechanical phases of language should be given. 
About three weeks may well be devoted to these reviews. 

The drill should be varied and vital. The tongue- 
training exercises and finger practice, may be given in 
the form of language games and *' language matches," 
similar to the old *' spelling match," as well as in lively 
direct drills, written work, and other devices. 



FOURTH GRADE LANGUAGE 



103 



Correct-Usage Language Matches 

The class may have the blackboard divided into as 
many parts as there are rows of pupils in the room. At 
the top of each division the teacher may write some 
troublesome form. The pupils at a given signal, may 
then run lightly to the board, one from each row at a 
time, beginning with the pupil in the farthest seat. Each 
must write a sentence using the given form correctly. 
The row that finishes first wins. 

The result, for illustration, may look somewhat like 
the following: 

Forms to be used: threw, knew, blew, grew, drew 



He threw the ball. 
She knew me. 
The wind blew 

hard. 
It grew fast. 
He drew a picture. 



The boy threw a stone. 
He knew his lesson. 
It blew down trees. 
It grew by the brook. 
She drew a tree. 



I threw the ball. 
John knew the 

captain. 
My hat blew 

away. 
The rose grew 

rapidly. 
I drew a house. 



Another kind of 'language match" may be had by 
letting the pupils work individually. Give certain tables 
and time the work. The one who finishes all correctly 
first, wins. 

Drills like the foregoing can be worked out with each 
of the language tables given on pages 69, 70. 

Practice also in writing letter forms should be given, 
especially in writing dates and addresses. 

Review of the rules involved should be given with the 
drill. 



I04 LIVE LANGUAGE LESSONS 

Application of the drill to the pupil's daily language 
needs should also be made. 

Focus the drills also on the ''trouble spots." Thus 
threw, and has thrown are the forms of the verb throw, 
on which drill is most needed. The form throw is seldom 
if ever, misused. Likewise doesn't, not don't, and were, 
not was, should receive major attention, since don't and 
was are the over used forms. As a prominent superin- 
tendent used to put it, teachers should learn to ^'grease 
the squeak." This practical suggestion applies not only 
in spelling, but in language and in all other subjects. 

Punctuation Practice 

The effort here should be to train the fingers. As in 
dealing with Correct Usage, the drills in punctuation 
may be given in the form of games if desired. There are 
several ways of doing this. 

The blackboard may be divided into as many parts 
as there are rows or, if the class is small, each pupil may 
have a section of the board. A rule of punctuation may 
be given; as. The use of the comma in a series. The 
pupils in each row, beginning with the one farthest from 
the board, run lightly to the board and write a sentence 
illustrative of the rule. The row first completing the 
work wins. 

Another game may be played by choosing sides and 
pairing the pupils. One pupil writes a sentence without 
capitals or punctuation marks; his partner supplies 
these. The errors made are counted against the side 
making them. The one writing the sentence must be 



II 



FOURTH GRADE LANGUAGE 105 

prepared to punctuate his own sentence and give the rule, 
or the failure will count one against his side. 

Still another way to give good punctuation practice is 
to have each pupil of one grade write a correctly punctu- 
ated sentence on the board. His partner reads the 
sentence giving orally the rules governing the punctua- 
tion. For example: 

1. We had candy, nuts, oranges, apples, and ice cream. 
Rules: Words in a series should be separated from each 

other by commas. Close every statement with a period. 

2. Mary, where are you? 

Rules: Words used in address are set off by commas. 
Close every question with a question mark. 

3. I don't want to go. 

Rule: Place an apostrophe in contractions. 

Enunciation Exercises 

The words given in Exercise 103 may be organized 
into Tongue-Training Tables, as suggested on page 71. 
Aim in drilhng to overcome certain bad habits by fixing 
better ones. For illustration: 

To Overcome "Jaw Laziness" 

just can get catch shut gather together 
cow now plow how corn farm storm 

To Cultivate "Right Resonance" 

reading writing spelling running playing 

skipping eating throwing jumping seeing 

To Train the Tongue 

swept wept kept slept sHt 

hit pit Httle brittle kettle 



io6 



LIVE LANGUAGE LESSONS 



To Overcome "Lip Laziness'* 

white whip when whittle which 

whether feather Hp flip trip 

To Check the "Hurry Habit" 

geography history give me bakery handkerchief 

arithmetic hbrary let me grocery pumpkin 

GENERAL STUDY ELEVEN— MAYTIME 



This final study opens the way for a language romp 
with *' Gypsy May." In this blossoming month of the 
year, nature is most inviting. Many of the lessons may 
be given out of doors, if desired. After a May walk, the 
pupils will be eager to talk on the various topics sug- 
gested. 

A rich variety of exercises for oral and written work 
Is to be found in the following program : 



For the Recitation 

Talking about merry May. 
Oral and written sketches as 

suggested by topics in 

Exercise 105. 
Mothers' Day letters. 
Flower-language games. 

Apple blossoms. 
Writing flower songs. 
Creating a flower play. 



For Seat Work 

During this period a May- 
time booklet should be 
produced, containing: 

The flower collection. 

Pictures of Maytime. 

Mothers' Day poems and 
sentiments. 

Flower poems. 

Little stories of May walks. 

Other Maytime suggestions. 



The following little flower play shows what may be 
produced by fourth grade pupils working freely under 



FOURTH GRADE LANGUAGE 107 

the lead of a teacher who catches the spirit of Hve 
language work. 

THE FLOWER FESTIVAL 

Flower Fairies: Flowers: 

First /^a/ry— Esther Daisy— Etho^. 

Second Fairy — Marian Rose — Hugh 

Dandelion — Sara 
Tulip — Nathan 
Apple Blossoms — Lucian 
Violet — Violet 
Flower Enemies: Lilac — Elizabeth 

Spider— '^oQ Lily— MsiX 

Rabbit — Dale Forget-me-not — Dorothy 

y4;z/— Mildred Da^odil— Robert 

First Flower Fairy: 

I am a fairy, I come in the spring. 
I come to hear the little birds sing. 
I like to see the flowers, too, 
Up as high as your head 
Or as lo.v as your shoe. 
When IMerry ]May goes away 
There's no use for me to stay. 

Second Fairy: 

I am a flower fairy. 

I am always so merry. 

I take care of the flowers so bright 

And sleep with them till morning light. 

I come in the spring. 

In the winter I hide. 

For in winter the flowers do not stay, 

But I'm here with you to-day. 

The rose I love so well 

And another is the bluebell. 

They are so sweet 

And very neat. 

We love the flowers of May 

That are here to day. 



io8 LIVE LANGUAGE LESSONS 

First Fairy {urging flowers to choose the May Queen): 
The birds are singing, 
The bells are ringing, 
The children are saying, 
"In May we go playing." 
Well, my dears, what have you to say? 
Have you something to tell this happy day? 
You have permission to choose your queen, 
On the bright grass of lovely green. 

Dai^y: 

I am a little daisy 
So innocent and pure; 
The perfume I give is hazy 
But yet enough to lure. 

Rose: 

The roses are all in bloom. 

Their colors are pink and red. 

I don't think there's enough room for them to bloom. 

For that's what the children said. 

The beautiful red roses 

They bloom in the fall. 

And at night they close. 

They're always climbing over the wall. 

Dandelion: 

I am a dandelion so gay. 

I bloom in the merry month of May. 

I hold lots of light, 

And make people bright. 

In my center I am gold. 
Some people think me very bold. 
I grow in the day time. 
I am very neat and fine. 

The tulips are red and yellow, 
Colors bright to please the eye; 
For so long there were no flowers. 
But the snowflakes in the sky. 

Tulips red and tulips yellow. 
Coming in the early spring, 
Snowflakes are no longer with us. 
How the birds begin to sing! 



Tulip: 



FOURTH GRADE LANGUAGE 109 

Apple Blossoms: 

The apple blossoms are in bloom, 
And the pink buds are falling. 
When the apple blossoms are in bloom 
"Apples are coming," they're calling. 



Violet: 



Lilac: 



I am the little violet with eyes so very blue 

Who brings to you this day my message of love so true. 

My home is in the woodlands and in the meadows fair; 

But if I weren't so very, very modest 

I would be found most everywhere. 

Dear little violet with eyes so blue, 

Bringing a message of love so true. 

I am a lilac purple and white, 
I bring to people joy and delight. 
I grow on a bush that is quite tall, 
And I am a flower very small. 
I live in a garden with other flowers 
And there I sit many hours. 



Lily: 



The lily is a dear, little flower, 
Its petals look like bells. 
It tries to ring them every hour 
But it cannot ring the bells. 

Forget-me-not: 

I am a dear little forget-me-not, • 

I grow in the summer when it is hot. 

I am not very tall, 

Nor yet very small. 

My color is blue 

And that means that I am true. 

I bloom in the spring 

When the birds begin to sing. 

And I die in the fall 

When Jack Frost kills us all. 

Daffodils: 

I am a little daffy-down-dilly. 
The little boy calls me his pretty lily. 
I have a pretty long stem of green. 
But I choose violet for my queen. 



no LIVE LANGUAGE LESSONS 

Second Fairy: 

But have you flowers no enemies 
No enemies at all? 
You answer, "The Spider's web is 
By the garden wall." 

Spider: 

I live in a cobweb that is so round, 
I make a squeaky little sound. 
I set the petals of the flowers so red 
And spin my house with a thin thread. 

Rabbit: 

I'm a little Bunny Rabbit. 

I am so fond of running all around, 

I have a habit 

Of getting turnips from the farmer's ground. 



Ant: 



I'm a very busy little ant, 
I work long, tiresome hours. 
I'm very fond of the honey 
That I find inside the flowers. 

That's why I'm called their enemy, 
But I do not mean to be. 
I'm simply fond of sweet things 
Like my friend the busy bee. 



Lilac: 



I think I like the daisy best, 
But let us vote or have a test. 
Perhaps you like some flower better 
We will write the queen a letter. 

Rabbit: 

While we are gathered in this section 
We will have a grand election. 
The queen will be declared in blossom gay 
On this bright, beautiful, happy day. 
(Vote is taken. Violet is chosen.) 

Dafodil: 

We have chosen the violet Queen of the May, 
She is decked in blossoms purple and gay. 



FOURTH GRADE LANGUAGE m 

Lilac: 

Fail to the violet, Queen of the May 
She is crowned by us to-day. 

The foregoing play suggests some of the possibilities 
of creative work even in the primary grades. Such 
motivated lessons are rich in their language returns. Not 
only do they stimulate the spirit of authorship; but they 
give excellent opportunity for more formal lessons in 
vocabulary work, punctuation, correct usage, and 
spelling. 

The pupils should leave the fourth grade with the 
simpler forms of speech and writing on their tongues and 
in their fingers. They should have acquired some love 
for literature and some appreciation of their own 
thoughts and experiences. Best of all, they should 
gain from the study of their first language book a lasting 
love for the work. 



FIFTH GRADE LANGUAGE 

Live Language Lessons — Book One, Part Three 
General Outline 

In this grade the lines of work given in the fourth 
grade are carried forward with the following objectives 
in view : 

1. A little firmer holding for accuracy of form, not, how- 
ever, at the expense of fluency and originality. 

2. Some increase in written work, but with the oral work 
still receiving the greater emphasis. 

3. More definite attention to paragraph building. 

4. Teaching of other Correct-Usage Tables, with review 
drills on those already given in the fourth grade. 

5. More Exercises in Enunciation and in Punctuation 
Practice. 

The following outline gives the general plan of pro- 
cedure for the fifth grade: 

I. Expression Studies II. Skill-Building Exercises 

I. The World's Workers 

Talks about workers. Vocabulary building. 

Boy and girl workers. Study of paragraphs. 

Letter writing on work. Correct-usage drills. 



112 



FIFTH GRADE LANGUAGE 113 

2. Indian Life 

Talks about Indians. Capital letter lessons. 

Writing Indians stories. Correct-usage drills. 

Dramatizing Indian stories. Punctuation reviews. 

3. Thanksgiving 

Thanksgiving plays. Vocabulary building. 

Tales of Thanskgiving feast. Correct-usage drills. 
Writing invitations. Punctuation practice. 

4. Christmas Stories 

Christmas stories. Writing conversation. 

Paragraph pictures. Enunciation exercises. 

Christmas rhymes. Correct-usage drills. 

5. Our Animal Friends 

Animal intelligence. Correct-usage drills. 

Making animal books. Enunciation exercises. 

Talks on care of animals. Reviews on punctuation. 

6. Brave Boys and Girls 

Everyday heroism. Contractions and quotations. 

Letters from boys and girls. Paragraph studies. 
Our country's heroes. Enunciation exercises. 

7. Spring Work and Spring Play 

Talks about spring work. Vocabulary building. 

Debates on practical topics Correct-usage drills. 
Business letter writing. Punctuation practice. 

Funny stories and rhymes. Tongue training. 

8. Bird Life 

Stories about birds. Writing paragraphs about 

birds. 
Talks on protecting birds. Vocabulary study. 

Bird letters and diaries. Practice on letter forms. 

Writing bird poems. Enunciation exercises. 



114 LIVE LANGUAGE LESSONS 

9. Reviews 

Paragraph building. Correct usage. 

Letter writing. Tongue training. 

Verse making. Punctuation practice. 

10. Spring Sports 
Talks about games. Overcoming slang habits. 

Boys and girls that win. Vocabulary building. 

Study of poem. Tongue-training drills. 

Correct-Usage Tables for Fifth Grade 

Continuing the drills on the ''multiplication table of 
language/' the fifth grade plan provides: 

1. Systematic reviews of the correct-usage tables given in 
the fourth grade. (See pages 69, 70). 

2. Teaching, with drill exercises, the following additional 
tables: 

I. Correct Usage — Grammar 

Table 6. Transitive and Intransitive Forms 

Lie, lay; sit, set; rise, raise. 
Table 7. Troublesome Principal Parts 

Ate, eaten; took, taken; broke, broken; wrote, written; 
bit, bitten; fell, fallen; stole, stolen; drive, driven; rode, 
ridden; chose, chosen; gave, given; froze, frozen. 
Table 8. Needless Words. 

John he, have got, this here, that there, hadn't ought. 
Drill against these trouble-makers by using such sen- 
tences as: 

The man was lame. That is his knife. 

The general was killed. That is my book. 

Have you a knife? Has he a dog? 

I have a pony. You shouldn't go. 

This is my hat. You should not do it. 



FIFTH GRADE LANGUAGE 115 

The course as planned will fill the school year. If it is 
found necessary in ungraded and shorter-term schools to 
shorten the course, the following exercises may best be 
omitted: 7, 11, 13, 17, 21, 24, 32, 35, 37, 54, 73, 74, 87, 
and 99. 

The composition studies, or projects, may be readily 
correlated with nature study, literature, geography, 
history, and industrial and social studies. 

The best results will come from following the plan of 
the book, not slavishly, but somewhat faithfully. 

II. Punctuation and Capitalization 

Review practice on all the rules for use of capitals and 
punctuation marks previously taught, is systematically 
given. 

In addition to this, the fifth grade is also taught: 

1. The use of capitals in writing titles. 

2. The use of the comma with appositives. 

3. The divided quotation. 

4. How to build paragraphs. 

5. How to write invitations. 

6. How to write business letters. 

7. How to keep a diary. 

III. Enunciation Exercises 

1. Overcoming ''jaw laziness " : for, or, and, was, because, 
what, always. 

2. Overcoming "tongue tightness": throw, three, thick, 
this, swept, wept, kept. 

3. Overcoming "faulty resonance": singing, ringing, 
bringing, sparkling. 



ii6 LIVE LANGUAGE LESSONS 

4. Overcoming " lip laziness " : when, whip, which, where, 
whistle. 

5. Overcoming " the hurry habit " : Did you? could you? 
would you? let me, give me, see them, grocery, bakery, 
yesterday, quiet. 

These exercises should be increased by adding other 
similar words illustrative of the various faults named. 

GENERAL STUDY ONE— THE WORLD'S 
WORKERS 

This study, carried out in the right spirit, will give: 

1. An appreciation of honest work. 

2. Opportunity for pupils to discuss their own work 
problems. 

3. Motivated practice in the use of certain forms of 
speech. 

A program of practical lessons, enough to fill four 
weeks with profitable work, is planned. 

In preparation for this study, let the pupils join with 
the teacher in gathering stories and pictures about the 
world's workers. 

Lesson i. Talks about Workers and Their Work 

The opening paragraph and the stanza from ''The 
Village Blacksmith," perhaps the whole poem, may be 
read to open up this study. Pupils, led by the suggestions 
therein, will be ready to tell of their experiences in 
watching various workers. 

Seat Work. Use the vocabulary work in Exercise 2. 
The blanks may be filled with words from the list or with 



FIFTH GRADE LANGUAGE 117 

other suitable words of the pupils' own choosing. 
Individuality should be tactfully encouraged. 

Lesson 2. Poet Pictures of Workers 

Language and literature here are blended. Study 
''Tubal Cain," ''The Village Blacksmith," "The Fisher- 
man," "The Song of Steam," "Little Brown Hands," 
and other poems you may find dealing with the world's 
workers. 

Seat Work. The pupils may make a word blacksmith 
shop or other work shop by drawing a sketch of such a 
place and filling it with names of fixtures and tools; as, 
anvil, forge, sledge. 

Lesson 3. Stories of Workers 

In "Luke Varnum" is a choice lesson on practical 
patriotism. By using the questions that follow it, and 
by giving others, lead the pupils to read and talk about 
the story. 

Seat Work. The pupils may find and read other stories 
of young workers suggested. 

Lesson 4. Telling and Playing Stories 

Let the various stories found by the pupils be retold 
and some perhaps acted. 

Seat Work. The Mounting of Pictures. 

Let the pupils each make a display of the pictures 
showing some interesting process of work; as, raising 
cotton; growing wheat; making hay; making candy. 
The pictures procured may be mounted on large card- 
boards about one and a half feet by two feet, and hung 



ii8 LIVE LANGUAGE LESSONS 

about the room while the study goes on. Encourage each 
pupil to take some original subject. The pupils may be 
mutually helpful by arranging an exchange of pictures. 

Lesson 5. Paragraph Studies 
The paragraph is here formally introduced. Pupils 
will, no doubt, have recognized the paragraph before; 
but now its meaning should be made clear by direct 
study. From here on through the fifth and sixth grades, 
attention will be given constantly to the building of 
paragraphs. 

Seat Work. A study of paragraphs as found in "Luke 
Varnum" or in some story in the readers, may be given. 

Lesson 6. Choosing a Subject to Talk About 

This lesson begins with the question, ''Which occupa- 
tion do you wish to follow?" Why? Let each pupil be 
led to reveal his interests, then guided in selecting an 
occupation on which he can develop his talk. 

Seat Work. A spelling lesson on the names of various 
common occupations may be studied. For example: 

carpenter plumber farmer 

blacksmith electrician gardener 

mason janitor teamster 

The pupil may make his own list and, if desired, 
illustrate by drawing simple pictures of the workmen at 
their work. 



FIFTH GRADE LANG UAGE 119 

Lesson 7. Planning the Talks 

A beginning lesson in the simple outlining of subjects 
is given here. After helping each pupil to plan his httle 
talk, let him, during Seat Work, write an outhne of it. 

Lesson 8. A Play for Young Workers 

Several periods may be given here to working out the 
exercises suggested: 

1. Written paragraph pictures of various workers. 

2. Verses to suggest the spirit of the workers. 

The planning of a little ''Labor Day" play will add 
zest to this work. 

The following are some rhymes created under the 
stimulus of this exercise by fifth grade pupils: 

"Ric-a-tac, ric-a-tac, ric-a-tac-too! 

Hear the sound of the hammer upon the horseshoe." 

" Cling, clang, the anvil rings 
While merrily the blacksmith sings." 

The sketches and poems with readings and songs will 
make a delightful program to round out this first part of 
the general study. 

Lessons 9 to 15. Boy and Girl Workers — Lessons on 

Thrift 

In this part of the general study the aim is to help the 
pupils directly to get into right habits of work and 
thrift. 

The lessons offered deal with vital topics; as, "Earning 
my First Money," ''Work for Boys and Girls," "Help- 
ing in the Home." Added to these may be Lessons in 



I20 LIVE LANGUAGE LESSONS 

Thrift and other worth-while topics; as, "Holding Down 
the Candy Habit," "How I Saved for a Rainy Day," 
"Peter Penniless and Willie Wise, " "Mending Holes in 
My Money Pocket," "Wise Ways to Use Money." 
The subjects are rich in suggestion. Excellent oral and 
written exercises should result from following the 
directions given in the text. 

Seat Work. A thrift booklet may be made. Here 
language and arithmetic blend well. In the book may be 
"Rules for Young Workers," "Thrift Maxims," and 
account sheets for records of savings. 

During the last week Exercises 12, 13, and 14 should 
be studied. The drill exercises provided may be increased 
if necessary. Work for the fixing of the right habits in 
tongue and fingers by driving at the trouble-makers, 
especially lie, sit, rise. Other tongue-training exercises 
may be added to those in the text by having pupils ask 
and answer questions; as, 

When did the sun rise? It rose at six. 
Where did you sit during the 

play? I sat in the gallery. 

Won't you lie down a while? I have lain for an hour. 

Or, have each pupil weave into sentences these trouble- 
some forms, thus : I rose at seven, sat by the fire studying 
for half an hour, then lay down again. 

Or, have the class choose sides and pair the pupils on 
opposite sides. Those on one side may write on slips of 
paper a sentence with blanks calling for the use of forms 
of lie, sit, rise, or other troublesome verbs. The slips 
may be passed to the pupils on the opposite side who fill 
the blanks and read aloud the completed sentences. 



FIFTH GRADE LANGUAGE 121 

Many other ways by which the drills may be varied 
will quickly suggest themselves to the wide-awake 
teacher. 

GENERAL STUDY TWO— INDIAN LIFE 

Every boy and girl loves the out-of-doors. Tales of 
the Indian, who is a child of the woods, the plains and 
the forest, hold a charm for pupils of all ages. 

This study aims, first of all, to give pupils a better 
view of the true heart of the Redman. It offers oppor- 
tunity for a study of these first Americans wherein the 
'Mime novel Injun stories" portrayed in unworthy 
books and unworthy "movies," will be displaced by 
tales that measure up to truth and thrill with the romance 
of reahty. 

A varied program of talks, stories, plays, and sketches 
of Indian life, with correlated exercises in vocabulary 
building, correct usage, and punctuation practice, is 
provided for a month of work as follows: 

First Week: Talks and Stories about Indians. 
Second Week: Making an Indian Booklet. 
Third Week: Plays and Sketches of Indian Life. 
Fourth Week: Review and New Drills for Tongue and 
Fingers. 

In beginning this Indian study it will be well first to 
gather as many Indian story books, Indian pictures, and 
Indian rehcs as can be found and brought to the school. 

This activity will be stimulus enough to prepare the 
pupils for the work. 



122 LIVE LANGUAGE LESSONS 

Lesson i. Talks about the Indians 

Following the suggestions of Exercise 15, make this 
an interesting lesson of discovery to learn first of the 
pupils' direct experiences with Indians and their indirect 
knowledge of the Indian as gained through books and 
other people. 

Seat Work. Let the pupils read the Indian stories 
suggested, or other worthy ones they can get. 

Lesson 2. An Indian Story Hour 

Each pupil should be able from his reading to partici- 
pate in this socialized recitation. Several of the tales 
suggested may be told, perhaps one or more of them 
played. The names of famous Indian men and women 
suggested should luring up many choice stories. 

Lesson 3. The Indians and the Pioneers 

Let the pupils read and enjoy the story "Lured from 
His Home by the Indians." Or, they may now have the 
privilege of reading the full story in ''The White Indian 
Boy." 

Following the questions at the close of the story, they 
may be led to talk about the boy who was lured from 
home, and to give their own ideas of what might happen 
to him. 

Seat Work. Begin the work on The Indian Story 
Booklet. This should be a class booklet to which every 
pupil contributes something; as. An Original Indian 
Story, Indian Pictures, Sketches of Indians, Indian 
Words, or a story from book sources retold. Several 
study periods will be necessary to complete this booklet. 



FIFTH GRADE LANGUAGE 123 

Lesson 4. A Lesson on Capital Letters 
Follow the suggestions in the text for this exercise. 

Lesson 5. Dramatizing Stories from Hiawatha 

This poem by Longfellow offers opportunity for 
excellent work in literature and language. The selections 
named from it make a rather complete presentation of 
the main story. If the class is large, the pupils may be 
divided into groups, each group presenting one of the 
five stories. 

Seat Work. Complete the Indian booklet. 

Lesson 6. Paragraph Pictures 

In this vocabulary exercise, the pupils may be allowed 
to find suitable words besides those given, if they need to 
do so to make some pictures they have in mind. 

Seat Work. Continue the vocabulary building by 
following the directions under Exercise 24. 

Lesson 7. Indian Sketches or a Play on Indian Life 

Exercise 23 can be worked out as a series of little talks, 
each pupil outlining and presenting his selected topic. 
Or the interesting ways of the Indians may be presented 
through acting and talking in the form of a little Indian 
play. This latter plan was followed by one fifth grade 
with excellent results. 

The boys were the warriors. They chose their chief, 
their medicine men, their arrow makers. The girls were 
the squaws. They tended the papooses, cooked the 
food, tanned buckskins, made moccasins, wove baskets, 
and did other kinds of Indian work. 



124 



LIVE LANGUAGE LESSONS 




The little play began with a wild war song, composed 
by the class and sung by the boys. One stanza of it ran 

thus: 

"Ki-yi! ki-yi! We are Indians bold! 
We hunt the hills for grizzly bear! 
We chase the wolf into his lair! 
We kill our foes and lift their hair ! 
Ki-yi! ki-yi! We are warriors bold ! " 
After the singing the chief gave directions to his 
scouts, to his hunters, and to others; then the boys went 
out. 



FIFTH GRADE LANGUAGE 



125 



When they had gone the Kttle squaw mothers first 
soothed their papooses to sleep with the following lullaby, 
composed, both words and music, by the class: 

THE PAPOOSE LULLABY 







126 LIVE LANGUAGE LESSONS 

The babies are put to sleep. Then the squaws go on 
with their various kinds of work, chatting about various 
things they are doing and showing their work one to 
another. 

A wild war whoop changes the scene, as the victorious 
warriors and hunters return. When all are assembled, 
the chief has various ones tell of their adventures. A 
feast follows, then a dance, during which the opening 
song is repeated, concludes the play. 

Lessons 8 to 12 should be given to reviewing the 
Con'ect-Usage Tables found in Exercises 26 and 27, and 
the punctuation practice in Exercise 25 and Section III, 
Exercise 27. These exercises will make enough good 
lessons to round out the month. Perhaps as a close the 
Indian play can be given out-of-doors during Indian 
Summer time. 

GENERAL STUDY THREE— THANKSGIVING 

Opportunity is here given to correlate language with 
both history and geography. The books suggested in 
Exercise 29, and other good ones on the Pilgrims should 
be procured for the class library if possible. Pictures and 
decorations to give atmosphere to the work should also 
be placed in the schoolroom. 

The program is planned to fill the time between 
Hallowe'en and Thanksgiving. 



FIFTH GRADE LANGUAGE 127 

Lesson i. The Spirit and Story of Thanksgiving 

The poem and the Bibhcal quotations, with others hke 
them, should be read and the pupils led to express their 
own Thanksgiving thought. 

Seat Work. The pupils may write sentiments in prose 
or in verse expressive of the spirit of the hoHday, or 
memorize such choice selections as they may find. 

The following stanza from a fifth grade pupil expresses 
the real boy: 

"Oh good old Thanksgiving Day! 

My, how I wish it would stay! 
Turkeys, apples, and pumpkin pie, 

I am always sad when it passes by! 
I wish it would come here 

Five or six times every year." 

Lesson 2. Remembering the Pilgrims 

Several periods will be needed for this lesson. 

First, have a Pilgrim Story Hour, in which the pupils 
may tell tales they have read of the Pilgrims. 

Second, work out a dramatization of ''The Christmas 
Candle," or of some other good Pilgrim story as sug- 
gested by the outline given. 

While this work is proceeding, the study periods may 
be given to art and handwork for the designing of cos- 
tumes and scenery for the play, or to library reading of 
stories about the Pilgrims and Thanksgiving time. 

Lesson 3. The Thanksgiving Dinner 

In this study, opportunity is given for the following 
types of lessons: (i) Vocabulary building; (2) Spelling 



128 LIVE LANGUAGE LESSONS 

work on commonly used words; (3) Enunciation prac- 
tice; (4) Writing of little language-geography stories 
using the model on pages 39, 40, and 41 (text) as a 
stimulus and guide. 

Lesson 4. Creating Thanksgiving Plays 
In this lesson there is opportunity for fun as well as 
for good language practice. The class may be divided, if 
large, into four divisions, and each group may be given 
one of the plays suggested to work out. If the class is 
small, let one of the plays be chosen and developed. 

Lesson 5. Writing Invitations 
In this motivated written exercise, both types of 
invitation may be studied; but the practice should be 
mainly given to the informal type. Various occasions 
in connection with school work call for the informal 
invitation. The pupils should be given the practice of 
writing these invitations, whenever opportunity arises; 
as for parent-teachers' meetings and school programs of 
various kinds. 

Let the invitations be kept simple in style and form as 
shown in the text. 

Work for ease, grace, and neatness. 

Lesson 6. Words to Express Appreciation 
Opportunity is here given for a much needed lesson 

in cultural expression as well as for a lesson aimed at 

supplanting such slang expressions as "3, dandy time," 

"fine and dandy," "a swell dinner." 

Seat Work. Have the pupils use in other sentences 

the words given in Exercise 34. 



FIFTH GRADE LANGUAGE 



129 



Lesson 7. Troublesome Word Forms 

In this exercise special attention is given to the over- 
coming of the following ten most troublesome types of 
speech : 

''Aint," ''have got," ''You (we, they) was," ''He give 
it," "Can I go?" "He come yesterday," "them apples," 
"It's me (him, her, us, them)," "Him and me went," and 
"hadn't ought." 

The reviews and new drills on these forms may be 
increased if necessary. Pupils should also be stimulated 
to self-effort in overcoming such blunders. During the 
study period let each pupil make a Correct-Usage 
Booklet in which drill sentences of his own gathering and 
making are written in the order of the tables already 
suggested on pages 69, 70. He may include in this book- 
let also "spelling demons," and "enunciation exercises," 
in which the forms that trouble him are placed for his 
individual help. 

For illustration: 









I30 LIVE LANGUAGE LESSONS 

GENERAL STUDY FOUR— CHRISTMAS 
STORIES 

The central aim of this work is to promote, through 
language expression, the proper observance of Christmas. 

In preparation for the study, let the classroom hbrary 
be enriched by adding Christmas books and magazines 
that contain helpful materials. Let the pupils help in 
gathering pictures and other decorations for the room. 

In carrying out the study, opportunity is offered for: 

1. Christmas Story Hours. During these, the stories 
given in the text and other good ones, may be retold or acted. 
The choice poems and stories suggested for previous grades 
may also be re-enjoyed. 

2. Creating a Christmas Booklet. This may contain 
original stories for Christmas time, also poems by the pupils. 
It should be illustrated with drawings or pictures. Excellent 
motivation for this work will be found in having the pupils 
make the booklet to give as a Christmas present to some 
needy little boy or girl they know. 

3. Correct-Usage Studies. These exercises, including 
paragraphing, the writing of conversations, and tongue 
training on trouble-makers, should be connected closely with 
the constructive work suggested under i and 2. 

In the foregoing program there is work enough to fill 
interestingly the time between Thanksgiving and 
Christmas. 

The following poems, produced by fifth grade pupils, 
suggest the spirit with which the study may be worked 
out when the class is properly taught. 



FIFTH GRADE LANGUAGE 131 

KRIS KRINGLE 

The night before Christmas I hung up my stocking, 

I stayed awake in bed, and suddenly I heard a knocking, 
The next thing I heard was some one talking. 

It was jolly old Kris Kringle, 

Who had landed on the roof with a jingle. 
He lifted his bag and gave a big jump 

And down the chimney he came with a bump. 
I heard him land and hopped out of bed 

And to myself I said, 

"Has he brought me a sled?" 

— Calvert Stevenson. 

SANTA IS CAUGHT 

Harry and Tommy once set a trap 

To catch Santa Claus, the jolly old chap. 

"We'll hide," they said, "behind this case; 
And if he sees us, for the stairs we'll race." 

All of a sudden they heard a noise 

Like the jingling of some toys. 
They looked and then one said to the other, 

"It is only father and mother." 

So that was how they found out 

There is no Santa roaming about. 
Then they crept back to their snug little bed 

And the next morning each got a new sled. 

— Eugene Middleton. 

These poems, with others of Hke spirit, were produced 
by following out the suggestions in Exercise 41. Four 
main steps were taken to get these results : 

1. The pupils were led to talk freely about their Christmas 
fun. 

2. Opportunity was given during the study period for the 
pupils to follow the lead of the suggestive lines in Exercise 41, 
or to take their own lead in producing a rhyme. 

3. The poems of the class were read during the succeeding 



132 LIVE LANGUAGE LESSONS 

recitation. Suggestions were made by the pupils for bettering 
the poems and errors in form were corrected by the teacher. 
4. The poems were then rewritten. 

Two recitations and two study periods were given to 
the exercise. Every pupil produced a rhyme of some sort 
and many were as clever as those given. 

Blending Constructive and Corrective Work 

In Exercises 42 and 43, definite suggestions are given 
showing how the corrective work can and should be 
connected with the constructive lessons. The wide-awake 
teacher will watch constantly to discover the needs of 
the pupils in speech and in written forms and will direct 
the drills accordingly. 

The Habit-Fixing Review Drills need not, however, be 
so directed. Exercises, such as those suggested on 
page 62 (text), may be given to train the pupil on the 
Correct-Usage Tables. 

A new table is taught in Exercises 44 and 45. This 
lesson on Needless Words is one of the most important 
in language. Let the lesson be fixed by repeated drills to 
help the pupils to overcome the "John he," ''this here," 
and ''have got" habits. 

Observe that the meaning and use of the paragraph is 
constantly reviewed in the various fifth grade studies. 
Teachers need not teach the paragraph formally, but 
they should keep the idea before the pupils, and help 
them gradually to express themselves in paragraph 
form. 

Keep this thought foremost: Thoughts are most easily 
carried, if they are kept in packages. Express clearly one 



FIFTH GRADE LANGUAGE 133 

thought at a time, by building clear sentences. Make 
one point at a time, by arranging the sentences in 
paragraphs. 

The directing of the pupils, attention to the para- 
graphs in the well constructed stories they read will help 
to cultivate the paragraph habit. Better still is guiding 
them to build well unified paragraphs of their own. 

GENERAL STUDY FIVE— OUR ANIMAL 
FRIENDS 

This study provides practical nature study through 
motivated language expression. Carried out properly, 
it will bring at least two worth-while results : 

1. An appreciation of our animal friends. 

2. Good practice in oral and in written language. 

Indirectly the study will teach thrift and cultivate a 
humane spirit. 

To prepare for the study, let the pupils gather the best 
books, magazine sketches, and stories of animals they 
can get for the class hbrary. Such volumes as the follow- 
ing will prove very helpful here : 

''Cat Stories" and ''Dog Stories," retold from St. Nicholas. 
''The Call of the Wild," Jack London. 
"Black Beauty," Anna Sewell. 
"Beautiful Joe," Marshall Saunders. 

The schoolroom may be decorated with animal 
pictures. Such classics as "Can't You Talk," ''The 
Horse Fair," and others in w.hich animals are well por- 
trayed, will prove excellent for the purpose. 



134 LIVE LANGUAGE LESSONS 

Four weeks may be given to this study, as follows : 

First Week. Telling and writing animal stories. 
Second Week. Reading and telling stories about animals. 
Third Week. Practical talks on the care of animals. 
Fourth Week. Correct-usage tables and drills. 

The following original stories about animals produced 
by fifth grade pupils, show what results can be obtained 
when this study is carried out properly : 

TRICKSEY 

Tricksey was a little dog. They named him ''Tricksey," because he 
was so full of tricks. I liked him because he would do anything his 
master asked him to. 

When he would say, ''Your foot is awfully sore" and would wrap it 
up with a rag "Tricksey" would limp all around holding up his foot. 
And when he would say, " Now your foot is better," he would get up and 
run around the room as lively as ever. — Alice Bruneau. 

SNOWBALL 

Snowball, is the name of our Spitz dog. He has long waving hair, 
bright blue eyes, and a long tail that curls up over his back. 

He is a bright dog and knows many tricks. One of his tricks is to 
speak for his food. Every time we go to feed him he stands up and barks. 
Another of his tricks is to play dead. When we say, " dead dog." He will 
lie down and play dead. And when we say, "live dog," He will get up 
and run around. — Calvert Stevenson. 

UNCLE'S ENGLISH TERRIER 
Tige was an English terrier with massive body and muscles of iron. 
When you fed old Tige no other dog could take it away from him, 
but any child could take it right out of his mouth. He would only lick 
their hand. He would never come home from the coal yard with uncle 
without bringing a lump of coal about the size of his head. On the way 
home he would run about a block ahead of uncle. Lay the lump of coal 
down and wait till uncle caught up to him. Then he would run another 
block and stop and repeat the actions. Uncle taught him to swim after 
a ball. 

One day a cedar post came floating down the river. Uncle sent Tige 
after it. Tige willing jump into the river and swam towards the log. 
Upon reaching it he found it three times his one size he gripped it in his 



FIFTH GRADE LANGUAGE 135 

massive jaws and swam towards shore. Upon reaching the shore he 
found it hard to pull the log out of the river. But Tige was always happy 
when he a hard task to do. After about fifteen minutes of hard work he 
successfully dragged it to Uncle's feet. Then he look happily into his 
eyes as if to say "Don't you think I did well?" 

— Sillard Durrant. 
OLD SALLY 

I am a big coal black horse. They always called me Sally. I have a 
star in the middle of my forehead. 

I roamed the desert, I had all the freedom any horse could wish. I 
was the leader of a large band of wild horses. 

Many people tried to catch me. One day some Indians built a corral 
and rounded us up so that we couldn't get away. They began to come 
closer and closer until at last they forced us into the corral. Then they 
starved us for six days. By that time we were so weak we couldn't kick 
or bite them. Then they led us to town and sold us to a big cattle 
company. I have a warni stable and plenty to eat, but I still yearn tor 
my desert home and freedom. 

— Eugene Middleton. 

BLONDY 

Blondy is a beagle hound. He is white with light brown spots. His 
master has owned him since he was two weeks old. At night he sleeps by 
the door and waits for him to come out in the morning. He pulls his 
master around on his sled in the winter. He loves his master and will 
not let anybody touch him. He also hates cats. When ever he sees one 
he will chase it. One day he saw a big maltese. He started after it, but 
soon stopped. For the cat turned around and scratched his nose.' He 
never chases cats any more. That one has taught him a lesson. 

—Will Jex. 
DAD 

Dad was a Scotch collie dog. He was light brown with spots of black 
and white here and there. He did many tricks that were fun to watch. 
We would throw sticks for him to bring back. He would bring them 
back in his mouth sit upon his hind feet, and put his paw up for us to 
shake hands with him. If he could not find the stick he would find 
another. When my brother would go on his pony Dad would jump on 
the pony's back and have a ride too. When we feed him meat he sits 
upon his hind feet. ^^lice Sheets, 

Essentially the same steps as those suggested under 
General Study Four, page 32, were taken to get the 



136 



LIVE LANGUAGE LESSONS 



foregoing compositions. Every pupil had some worth- 
while animal story to tell. 

The work of the class made a very interesting little 
book of animal stories. 

Correct-Usage Tables. During the fourth week the 
time may well be spent teaching the tables found in 
Exercises 52, 53, and 54. Review the Tables i, 2, 3, 4, 5, 
here also. (See pages 69, 70.) 

The effort should be directed towards cultivating the 
spirit of self-correction in the pupil. Lead him to build 
up his own correction tables in his Correct-Usage Book. 

Into this book should be written correctly: (i) All 
misspelled w^ords found in his compositions and note- 
books; (2) The grammatical forms that give him most 
trouble; (3) The words that give him trouble to enunciate 
and pronounce correctly; (4) Words to add to his vocabu- 
lary. 



-^^W f^~tiu^ J-o~u^, 












GENERAL STUDY SIX— BRAVE BOYS 
AND GIRLS 

The central aim of this study is to make boys and girls 
better Americans. To this end the lessons lead pupils to 



FIFTH GRADE LANGUAGE 137 

discuss vital problems of citizenship that come naturally 
into their daily lives. Language here is brought into an 
effective correlation with civics and history. 

The program, planned to cover three weeks of work 
during February, is given in three main parts: 

1. Stories, oral and written, about brave boys and girls. 

2. Letters of friendship, with reviews on letter forms. 

3. Hero stories from the history of our country. 

In preparing for this work, the pupils, guided by the 
teacher, should enrich the classroom library with helpful 
books and magazines that contain the stories suggested 
and others; and collect suitable pictures and' decorations 
that give the room the right atmosphere for the study. 

First Week 

The lessons for this week should be taken from 
Exercises 55 to 59, the central object being to give the 
pupils opportunity to tell and to write choice stories 
about young heroes and heroines, and to give experiences 
showing everyday heroism. 

"A Book of Golden Deeds," to which each pupil 
contributes a choice story, should be created for the 
classroom library. The program for the week in detail 
may be as follows : 

For the Recitation For Seat Work 

Reading and talking about Reading other httle hero 

''Partners." tales. 

A story hour on young heroes. Reading exercises and plan- 
Telling about everyday ning a Httle talk on some 

heroism. topic it suggests. 

Reading original stories. Writing a hero story. 



138 LIVE LANGUAGE LESSONS 

Study of ''Somebody's Completing ''Book of Gold- 

Mother." en Deeds." 

Memorizing the poem. 
Second Week 
These lessons deal directly with written forms. A 
review is given first on contractions and then on quota- 
tions. Following this is a real letter'exercise motivated 
through St. Valentine's Day. 

The reviews on contractions and quotations may 
readily be expanded into work enough to fill three 
recitations and study periods. For the letter writing, two 
recitations and study periods will be needed. 

Let the first day be given to writing the letters with 
pencil. The pupils may give them a chatty spirit by 
using contractions freely; as, 

Dear Tom, 

Don't you wish you were with me? I can't tell you how much fun 
I'm having here in New York. 

We took a trip through Bronx Park yesterday. 'Twas ever so 
interesting to see all the animals. There were buffaloes, deer, beaver, 
elephants, lions and tigers. And oh, the monkeys'. They're the funniest 
of all. 

The second day may be given to writing the correct 
letters in ink and addressing them for mailing. 

Make these letter-writing lessons an opportunity for 
natural self-expression; The pupils should be led to say 
the things they wish to their friends in a free and sponta- 
neous spirit. Review drills on letter forms may be given 
here, if necessary. 

Third Week 

The third week's work may be given to carrying out 
the following program : 



FIFTH GRADE LANGUAGE 



139 



For the Recitation 
Reading and talking about 

the story of Washington. 
Reading and talking about 

Lincoln. 

Planning to play one of the 
stories. 

Presenting the play. 

Review drills in tongue train- 
ing. 



For Seat Work 

Studying story of Lincoln. 

Reading other hero stories 
suggested. 

Making costumes and scen- 
ery. 

SpeUing studies connected 
with Enunciation Exer- 
cises. 



The enunciation exercises found in Exercises 64 and 65 
give drills on some of the worst of the type sounds that 
trouble the tongue. 

Work here to overcome: (i) Jaw laziness; (2) tongue 
tightness; (3) faulty resonance; (4) lip laziness; (5) the 
hurry habits. 

Spelling may be correlated here with the exercises, 
since many words are misspelled because of careless and 
improper enunciation. Add other lists of trouble makers 
to the Correct-Usage Book. For example, 









I40 LIVE LANGUAGE LESSONS 

Make a study of the paragraph structure in the story 
''Partners." 

Have the pupils practice writing conversation in their 
stories; as, 

We were out on the playground when I heard someone 
scream. 

''What is the matter?" I asked. 
"Someone seems to be hurt," said Mary. 
We dashed over to the crowd. 

Complete the story. 

Sometimes a picture suggesting a good story may be 
used for the making of imaginary conversation. Such 
pictures may be found in "Kodak shots," on magazine 
covers, and elsewhere. 

GENERAL STUDY SEVEN— SPRING WORK 

This practical language study is adaptable both to 
the country and to the city. Children should be trained 
to take a willing part in keeping their community clean 
and in making it beautiful. 

It is a good thing also for every pupil to learn how to 
"dig a dollar out of the soil." Each should be led to 
appreciate and to cultivate mother earth. This series of 
lessons rightly taught will afford two weeks or more of 
profitable work. It will be helpful here to have pupils 
bring to school at this time seed catalogs, pictures of 
various kinds of poultry, farm bulletins, and magazines. 
These may be used to advantage in the succeeding 
lessons. 



FIFTH GRADE LANGUAGE 141 

For each lesson following, two or more recitation and 
study periods should be given. 

Lesson i. Talks About Spring Duties 

Follow the lead of the topics or use other suggestions 
like them to get the pupils to talk about making their 
community, their classrooms, and their homes clean and 
beautiful. 

Seat Work. Each pupil may work out an artistic 
poster to stimulate interest in the work. 




£^t'S aW 'Sake 



^\^x\^\x\V^Coo^ViIotX 



Lesson 2. Growing Gardens 

This lesson should lead to the actual growing of 
gardens in connection with the school, or at home. 
Pupils in every school can find a chance to do this 
interesting work. Even in the largest, most crowded 
cities there are vacant spots that may be cultivated or 
windows and roofs on which garden boxes can be set. 
Encourage the garden-growing habit. 

Lesson 3. Making a Garden 

The discussion of the garden plan will fill the recita- 
tion period profitably. 



142 LIVE LANGUAGE LESSONS 

Lesson 4. Raising Chickens 

This discussion may be broadened easily to include 
the raising of pigeons, rabbits, guinea pigs, and other 
animals and birds. 

Seat Work. Have another spelling study on Poultry 
and Farm Animals that pupils may learn these needed 
names. 

Lessons 5, 6, 7. Debates 

This study also may be broadened. An interesting 
little debate should result from discussing the live 
topics suggested. 

Other topics that may stimulate a lively interest and 
profitable discussion for several lessons are the following : 

1. Pets, are they worth keeping? 

2. What might city boys and girls do in a productive way 
to help supply food for their homes? 

3. How will raising a garden help in buying fruits and 
vegetables? 

4. Give a list of practical advice about buying things at 
the grocery. For example: 

(a) Overripe fruit causes illness; watch that you buy no 

such fruit. 

(b) Choose vegetables that have no blight on them. 

5. Why does it pay from the viewpoint of health to have a 
garden? 

Seat Work. The pupils may draw a plan of a chicken 
coop, or bird house, or kennel, or rabbit hutch. Or they 
may make a picture collection of poultry, or of garden 
products. 



FIFTH GRADE LANGUAGE 143 

Lessons 8, 9, 10. Business Letters 

Following the suggestions in Exercise 69, let the pupils 
make this a real bit of business correspondence if possible. 
If not, divide the class into buyers and dealers and carry 
on the correspondence. Several lessons may well be 
given to this business-letter practice. The work can 
readily be correlated with arithmetic to advantage. Let 
the pupils be paired, one making out orders from 
catalogs, which can be easily secured, the other making 
out an invoice of the goods. 

Practice also in the writing of dates, and the addresses 
of friends and business firms. 



GENERAL STUDY EIGHT— SPRINGTIME FUN 

"A little nonsense now and then 
Is relished by the best of men." 

Children need fun, but their fun should be wholesome. 
Their sense of humor should be cultivated. Here is an 
excellent opportunity to direct the spirit of "'All Fools' 
Time" to pleasurable education. 

The pupils should help prepare for the fun by collect- 
ing the books and stories suggested, and by gathering 
beforehand good clean jokes, cartoons, and other fun- 
making materials. The schoolroom may be decorated 
with pictures and drawings suitable for the study. 

The following is a suggestive program planned to fill 
about three weeks. 



144 



LIVE LANGUAGE LESSONS 



First 
For the Recitation 

Telling funny stories. 
Writing funny stories. 
Practice in writing conversa- 
tion. 
Creating nonsense rhymes. 
Completing nonsense rhymes. 



Week 

For Seat Work 
Let pupils plan each to make 
a sunshine book. In it 
may be pasted choice car- 
toons, clean funny stories, 
good riddles, and other 
fun-making materials. 
This will require several 
study periods. 



Second Week 



For the Recitation 
Oral reading of humorous 

stories. 
Reading and reciting poems. 
Playing funny stories. 
Planning a program. 
Presenting the program. 



For Seat Work 

Complete the sunshine book. 

Read humorous stories. 

Learn a choice funny rhyme. 

Make sentences using cor- 
rectly the words in black- 
face type in Exercise 74. 

Find or make other sentences 
using correctly the forms 
given in Exercise 75. 



Third Week 

For a third week of work, if time permits, drill on the 
correct-usage tables given in Exercise 75 and review 
practice in using quotation and other marks. 

Quotations are most frequently employed in story 
telling. The use of conversation enlivens a story and 
keeps it clear. In the telling of most jokes, conversation 
seems absolutely necessary. To study quotation marks 
with these thoughts in view, will make a well motivated 



FIFTH GRADE LANGUAGE 145 

lesson. Let the pupils collect good jokes, and study the 
form in which they are told. Let them also write such 
jokes to put in their Sunshine Books. 

GENERAL STUDY NINE— PART I 
BIRD LIFE 

This language-nature study has an impelling interest 
for most pupils. It offers an excellent chance for creative 
language work in form of bird stories, bird letters, bird 
poems, and bird plays. Through all this work the 
observation of bird ways and the spirit of protecting our 
bird friends may be cultivated. 

The program provided will profitably fill three weeks. 

In preparation for the study pictures of birds, deserted 
nests, and books containing bird stories and bird poems 
should be gathered for the classroom. With these in 
hand the following plan may be carried out with good 
results. Each pupil should produce an excellent Bird 
Book during this study. 

First Week 

For the Recitation For Seat Work 

Study of ''Birds of Killing- Reading about birds. 

worth." Spelling lesson on bird 

Talks about worth of birds. names. 

The story of the sea gulls. Writing paragraph telling 

Reading paragraphs. " How Birds Work for Us. " 

Study of Exercise 79. 

Work this out from original ob- 
servation. After correction, have 
it put into finished form for the 
booklet. 



146 



LIVE LANGUAGE LESSONS 



Second 
For the Recitation 

Talking about bird enemies. 
Reading and talking about 

bird protectors. 
Talking about bird travels. 
Reading bird letters. 
Describing different birds. 



Week 

For Seat Work 

Writing paragraphs about 
bird protectors. 

Beginning bird diary. 

Writing a bird letter. 

Completing bird letters for 
books. 

Making paragraph-descrip- 
tions of birds. 



Third Week 



For Seat Work 

Finding picturesque bird 

words. 
Writing verses about birds. 
Writing invitations. 
Memorizing a choice poem. 



For the Recitation 

Reading descriptions. 
Talking of spirit of birds. 
Planning bird-day program. 
Study of bird poems. 
Presenting the bird-day pro- 
gram. 

The bird-day program as suggested in Exercise 87, 
should include both original and other work. Every 
member of the class should be given some part to play. 
A rich entertainment for the pupils and patrons of the 
school will result if this plan is properly carried out. 

Specimen letters and sketches produced by fifth grade 
pupils during this study, are here given by way of help- 
ful suggestion. 

Birdville, Appleblossom 
March 25, 1920. 
Dear Mr. Robin: 

How do you like your new wife? I like mine fine. She is such a sweet 
little thing. You can't guess how proud of her I am. She is especially 
noted for fighting. 

Yesterday I told her that I wished she would go and get some ot the 
food and let me sit on the nest awhile. I said I didn't see why she was so 



FIFTH GRADE LANGUAGE 147 

lazy. And she did get off the nest, but I didn't want to get on it. Her 
eyes were just like fire. 

She said, "I'll teach you to call me lazy! I'll show you how to speak 
to me!" 

You bet I didn't wait to hear her say it over. Away I went with her 
after me. I flew over Farmer Brown's house and into the garden. She 
was nearing me. I flew around in a circle but she was watching for it 
and cut a corner and caught me. I tell you it wasn't very pleasant then. 
I never imagined she had such a sharp beak before. I just got up a while 
ago. I was cut all over where she had pecked me. Well I guess I will close 
now and go back to bed. I advise you to be careful what you say to 
your wi.e. 

Yours truly, 

Bluebird. 

Sherwood Forest, Hollow Tree, 
March 25, 1920. 
Dear Mrs. Wood Pecker: 

I am having a fine feast. This hollow tree is full of worms. Why 
don't you come over here? Are you having a good breakfast? 
Well good bye, 

Yours truly, 

Wood Pecker. 

THE BIRDS' CHRISTMAS 

While I was at my grandmothers one year for Christmas the snow 
was one or two feet deep. After our Happy Christmas was over we put 
the tree out in the yard. 

Soon a lot of little birds were out in the yard trying to find something 
to eat. 

Grandmother said I could give the birds a Christmas party if I 
wanted to. So I got a lot of little baskets that had all sorts of little 
things to eat in them. Then I scattered crumbs of cake and bread 
among the branches and all around the yard. I then went in and looked 
out ot the window. 

It was a pretty sight to see so many little birds eating their Christmas 
dinner. After they were finished they seemed to want to thank me for 
what I had done so they sat on the window sill and sang a very pretty 
song. So every time after this I have made a Christmas for the birds. 

Bonners Ferry, Idaho 
March 25, 1920. 
My dear Mrs. Robin: 

As I was in a garden where some strawberries were planted, I saw a 
little girl. She was coming to pick some strawberries and she must 



148 LIVE LANGUAGE LESSONS 

have known that I was wanting to get some string and straw to make 
my nest. She stood still. Soon a thought came to her mind. She went to 
the house. When she came back she had a handful of strings and straws 
and some little fine sticks for me to make my nest. 

After she had gone, I went there and got those things and made my 
nest. 

Sincerely, 

Mrs. Robin. 

Observe that not only are these letters spontaneous 
and natural, but the sentences and paragraphs are 
generally well built. 

These pupils were first given an encouraging oppor- 
tunity to express themselves freely; and helped the while 
to put their thoughts into right forms. 

In working out letters and other compositions on 
birds, special attention should be given to sentence and 
paragraph structure. Train the pupils to say one thing 
at a time, to make one point at a time. 

GENERAL STUDY NINE— PART II— REVIEW 

About a month or six weeks before the close of school, 
the pupils should be given a general review of the 
various lessons in correct usage, enunciation, punctua- 
tion, paragraphing, letter forms, and verse writing. 

Following the guidance of the exercises given in 
Exercises 88 to 92, the teacher may plan the review 
work according to the needs of the class. 

To add zest to the work, make this a time to complete 
the correct-usage books already suggested. These books 
may now be organized more systematically. For 
example, in dealing with the correct-usage tables, let 
each pupil study each table and find in it the forms that 



FIFTH GRADE LANGUAGE 



149 



give him most trouble. His notebooks, his compositions, 
and his daily speech will reflect these mistakes. 

Let each pupil arrange the tables studied thus far, in 
order in the book, placing on opposite page trouble- 
makers for his own guidance. For example: • 




The same orderly arrangement of the Enunciation 
Exercises, containing drills, as suggested, to overcome 
''jaw laziness," to cultivate ''right resonance," to 
"train the tongue," to overcome "lip laziness," and to 
check the "hurry habit," should also be made. 

Here, again, let the pupil make an individual study of 
himself, with the help of his classmates, to discover the 
forms which give him most trouble These most trouble- 
some forms may be written on the page opposite the 
general table thus: 




ISO 



LIVE LANGUAGE LESSONS 



Punctuation Practice may likewise be made an 
individual matter. Pupils here should make a careful 
study of their own corrected compositions and their 
notebooks to discover the mistakes they most commonly 
make. In the Correct-Usage Book, on one page, the rule 
may be written, with illustrations; on the opposite page 
sentences taken from the pupil's own work may be 
written and punctuated correctly. For example: 












-l*.*/'»'>l*-r»ie^ * 






3 



In reviewing paragraph structure the pupils should be 
given practice in writing on topics close to their experi- 
ences. For example : Make two paragraphs about some 
bird. Write a letter of two or three paragraphs. 

Practice on letter forms, including drills on writing 
dates and addresses, also may be made real. A spelling 
review on the names of the months and the days of the 
week should also be given. 



GENERAL STUDY TEN— SPRING SPORTS 

Clean fun and good health, with live language practice, 
should result from this study. 



FIFTH GRADE LANGUAGE 



151 



The exercises provided round out the year with 
interesting lessons that look forward into the vacation 
time. They may be worked out in three weeks. 

Make the most of the following themes in both oral 
and written work: 

1. Describing outdoor games. 3. Cleanliness and health. 

2. Playmates worth while. 4. A clean tongue. 
Pupils should be led to discuss freely the vital sugges- 
tions and topics given in Exercises 94, 95, and 96. 

The vocabulary work in Exercise 97 may be enriched 
by a study of well written descriptions of games. The 
pupils here may be led to find effective, clean expressions 
in newspapers and in magazines. 

The tongue-training table given in Exercise 98 is 
aimed directly at overcoming the '^ hurry habit," one of 
the worst of our American language faults. Let emphatic 
attention be given to this work of training the tongues 
of pupils to ''speak the speech trippingly," and dis- 
tinctly, not to "mouth it," nor to run it together so 
rapidly that people cannot understand the speech. 

Add to the Correct-Usage Book some reminders 
against the ''hurry habit." For example: 




152 LIVE LANGUAGE LESSONS 

If time remains the pupils may be led to share their 
past vacation experiences or their anticipations for the 
summer. / 

Pupils should leave the fifth grade v/ith an increased 
love for language work. This result will come naturally 
from giving them, as the text constantly suggests, an 
inviting opportunity to express themselves, not someone 
else. This sharing of experiences and real fun v/ill bring 
rich pleasure. 

Another result from the work should be surer habits 
of correct speech. Their enunciation ought to be clearer, 
their sentences free of the more obnoxious errors, and 
they should be able to build simple sentences clearly 
and to construct simple paragraphs with some skill. 



